module handbook bachelor of media and communication ......allocation to the curriculum: media and...

Module Handbook Bachelor of Media and Communication Informatics (mkiB)

School of Informatics Reutlingen University

Degree Programme

Bachelor of Media and Communication Informatics (mkiB)

Dated: 22.04.2015

Module Handbook, mki B.Sc.

22.04.2015


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Content

Module list: .............................................................................................................................3

Curriculum chart for Bachelor of Media and Communication Informatics ................................4

Theoretical Principles 1 ..........................................................................................................5

Theoretical Principles 1, Practical Sessions ...........................................................................7

Informatics 1 ...........................................................................................................................9

Informatics 1, Practical Sessions ..........................................................................................12

Graphics ...............................................................................................................................16

Photography .........................................................................................................................19

Theoretical Principles 2 ........................................................................................................22

Theoretical Principles 2, Practical Sessions .........................................................................25

Informatics 2 .........................................................................................................................27


Human-Machine Interaction..................................................................................................36

Audio ....................................................................................................................................39

Informatics 3 .........................................................................................................................42


Software Engineering 1 ........................................................................................................50

Operating Systems ...............................................................................................................53

Internetworking .....................................................................................................................56

Video ....................................................................................................................................60

Database Systems ...............................................................................................................64

Database Systems, Practical Sessions.................................................................................67

Software Engineering 2 ........................................................................................................70

Distributed Systems..............................................................................................................73

IT Security ............................................................................................................................76

Computer Graphics ..............................................................................................................79

Industrial Placement Semester .............................................................................................82

Compulsory Elective 1 and 2 ................................................................................................84

Mobile Computing ................................................................................................................86

Law & Business Administration ............................................................................................89

Seminar on Selected Informatics Subjects ...........................................................................93

Cloud Computing ..................................................................................................................96

Media Work ..........................................................................................................................98

Psychology ......................................................................................................................... 101

Research and Development ............................................................................................... 104

Bachelor's Seminar ............................................................................................................ 107

Bachelor's Thesis ............................................................................................................... 110

Media and Communication Informatics Project 1 ................................................................ 113

Media and Communication Informatics Project 2 ................................................................ 115


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The information that follows contains detailed descriptions of the individual modules in the degree programme. Unless otherwise specified, the assessments that need to be completed in the modules are graded.


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Module list: Semester Module/Lecture ECTS

1st semester MKIB11 Theoretical Principles 1, Lectures 5 MKIB12 Theoretical Principles 1, Practical Sessions 5 MKIB13 Informatics 1, Lectures 5 MKIB14 Informatics 1, Practical Sessions 5 MKIB15 Graphics 5 MKIB16 Photography 5 2nd semester MKIB21 Theoretical Principles 2, Lectures 5 MKIB22 Theoretical Principles 2, Practical Sessions 5 MKIB23 Informatics 2, Lectures 5 MKIB24 Informatics 2, Practical Sessions 5 MKIB25 Human-Machine Interaction 5 MKIB26 Audio 5 3rd semester MKIB31 Informatics 3, Lectures 5 MKIB32 Informatics 3, Practical Sessions 5 MKIB33 Software Engineering 1 5 MKIB34 Operating Systems 5 MKIB35 Internetworking 5 MKIB36 Video 5 4th semester MKIB41 Database Systems, Lectures 5 MKIB42 Database Systems, Practical Sessions 5 MKIB43 Software Engineering 2 5 MKIB44 Distributed Systems 5 MKIB45 IT Security 5 MKIB46 Computer Graphics 5 5th semester MKIB51 Industrial Placement Semester 30 6th semester MKIB61 Compulsory Elective 1 5 MKIB62 Mobile Computing 5 MKIB63 Law & Business Administration 5 MKIB64 Seminar on Selected Informatics Subjects 5 MKIB65 Cloud Computing 5 MKIB66 Media Work 5 7th semester MKIB71 Compulsory Elective 2 5 MKIB72 Psychology 5 MKIB73 Research and Development 5 MKIB74 Bachelor's Tutorial 3 MKIB75 Bachelor's Thesis 12


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Curriculum chart for Bachelor of Media and Communication Informatics

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Module: Theoretical Principles 1 Code: mkiB11 Subtitle: Course elements: Lectures

Semester: Every semester Module coordinator: Prof. Cristóbal Curio Lecturer: Prof. Cristóbal Curio

Language: German Allocation to the curriculum: Media and Communication Informatics

(Bachelor's), compulsory subject, 1st semester Mode of teaching/semester hours per week (SWS):

Lectures 4 SWS

Total hours: Contact time 60 hours

Independent study 90 hours Credits: 5 ECTS Prerequisites in accordance with examination regulations (StuPro):

None

Recommended prerequisites: None Mode of assessment: Lectures: Written examination

Module objectives: Abstraction and modelling are important methods in gaining a better understanding of and solving real-life problems. A model can be understood as a formal system, and the process of modelling results in an abstraction. The aim of this module is to familiarise students with how to handle formal systems. It presents the basics of formal systems, and students are expected to learn how to work with formal systems. All the stages follow clearly defined rules. The module focuses on discrete – i.e. finite or countably infinite – structures that are used frequently in the field of informatics in particular.

Learning outcomes:

Knowledge:

Basics of formal systems: sets, relations and functions.

Basic terminology associated with propositional and predicate logic.


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Overview of the number system structure.

Notation using any bases.

Basic terminology associated with algebraic structures: groups, rings and bodies. Skills:

Create, read and simplify set theory expressions.

Express relationships between objects using relations and functions.

Create, evaluate and simplify propositional logic and predicate logic expressions.

Convert notations; calculate using any bases.

Proof method for complete induction.

Calculate using residue classes; encryption and decryption, particularly using the RSA method.

Competencies:

Interpreting relations and functions as relationships between real objects.

Modelling statements using propositional and predicate logic.

Abstraction of concrete operations such as addition and multiplication into operations in algebraic structures.

Understanding of enumerability and iteration.

Content: Principles of propositional and predicate logic, notation, set theory, combinatorics, number theory and algebraic structures.

Forms of media:

Face-to-face lectures including examples of solutions to problems, which the participants work through together, and other examples presented on the board. Students receive slide notes with the content that is presented.

Literature:

Aigner, Martin (2006): Diskrete Mathematik. Mit 600 Übungsaufgaben. 6th edition, revised. Wiesbaden: Vieweg (Vieweg-Studium: Aufbaukurs Mathematik).

Schubert, Matthias (2012): Mathematik für Informatiker. Ausführlich erklärt mit vielen Programmbeispielen und Aufgaben. 2nd edition, revised and expanded. Wiesbaden: Vieweg + Teubner (Studium).

Teschl, Gerald; Teschl, Susanne (2013): Mathematik für Informatiker. Band 1: Diskrete Mathematik und Lineare Algebra. 4th edition, revised. 2013. Berlin, Heidelberg: Springer Spektrum (SpringerLink: Bücher).

Teschl, Gerald; Teschl, Susanne (2014): Mathematik für Informatiker. Band 2: Analysis und Statistik. 3rd edition, revised. 2014. Berlin, Heidelberg: Springer Vieweg (SpringerLink: Bücher).


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Module: Theoretical Principles 1, Practical Sessions Code: mkiB12 Subtitle: Course elements: Practical sessions Semester: Every semester Module coordinator: Prof. Cristóbal Curio

Lecturer: Prof. Cristóbal Curio Language: German Allocation to the curriculum: Media and Communication Informatics (Bachelor's),

compulsory subject, 1st semester Mode of teaching/semester hours per week (SWS):

Practical sessions 2 SWS



None

Recommended prerequisites: None Mode of assessment: Practical sessions

Module objectives: This module is made up of practical sessions accompanying the lectures that are given as part of Theoretical Principles 1 (mkiB11). Students are expected to understand problems drawn from the areas of propositional and predicate logic, notation, set theory, combinatorics, number theory and algebraic structures, and must be able to work through them independently.

Learning outcomes: Knowledge:

Basics of formal systems: sets, relations and functions.

Basic terminology associated with propositional and predicate logic.

Overview of the number system structure.

Notation using any bases.

Basic terminology associated with algebraic structures: groups, rings and bodies.


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Skills:

Create, read and simplify set theory expressions.

Express relationships between objects using relations and functions.

Create, evaluate and simplify propositional logic and predicate logic expressions.

Convert notations; calculate using any bases.

Proof method for complete induction.

Calculate using residue classes; encryption and decryption, particularly using the RSA method.

Competencies:

Interpreting relations and functions as relationships between real objects.

Modelling statements using propositional and predicate logic.

Abstraction of concrete operations such as addition and multiplication into operations in algebraic structures.

Understanding of enumerability and iteration.

Content: The practical sessions deal with tasks relating to propositional and predicate logic, notation, set theory, combinatorics, number theory and algebraic structures.

Forms of media:

Students work through written and PC-based exercises in their own time, either individually or in groups. Some tasks are set by students or lecturers during practical sessions by writing them on the board. There should also be scope to discuss unresolved questions and problems. Materials for lectures and practical sessions provided in printed and/or electronic format:

Practical exercises.

Literature:

Aigner, Martin (2006): Diskrete Mathematik. Mit 600 Übungsaufgaben. 6th edition, revised. Wiesbaden: Vieweg (Vieweg-Studium: Aufbaukurs Mathematik).

Schubert, Matthias (2012): Mathematik für Informatiker. Ausführlich erklärt mit vielen Programmbeispielen und Aufgaben. 2nd edition, revised and expanded. Wiesbaden: Vieweg + Teubner (Studium).

Teschl, Gerald; Teschl, Susanne (2013): Mathematik für Informatiker. Band 1: Diskrete Mathematik und Lineare Algebra. 4th edition, revised. 2013. Berlin, Heidelberg: Springer Spektrum (SpringerLink: Bücher).

Teschl, Gerald; Teschl, Susanne (2014): Mathematik für Informatiker. Band 2: Analysis und Statistik. 3rd edition, revised. 2014. Berlin, Heidelberg: Springer Vieweg (SpringerLink: Bücher).


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Module: Informatics 1 Code: mkiB13 Subtitle: Principles of Procedural and Object-Oriented

Programming Course elements: Lectures Semester: Every semester Module coordinator: Prof. Frank Dopatka Lecturer: Prof. Frank Dopatka Language: German Allocation to the curriculum: Media and Communication Informatics


Lectures 4 SWS



None


Module objectives:

This module focuses on the principles of procedural and object-oriented programming (OOP). This involves the practical application of concepts learned in Theoretical Principles 1, such as calculation using various data types, the issue of overflow, and Boolean algebra in conditions for branches and loops. The basic algorithm techniques taught in this module are prerequisites for some later modules, including Informatics 2, Theoretical Principles 2 and Computer Graphics. The introduction to object-oriented programming forms the basis for modules such as Informatics 2, Informatics 3, Databases, and Distributed Systems. The methods learned in this module are applied at the appropriate points in the accompanying Informatics 1 practical sessions.


Be able to name typical primitive data types and their approximate value ranges.

Be familiar with notation for structograms, UML activity diagrams and UML class diagrams.


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Be familiar with the basic concepts of a procedural programming language. This includes branches, loops, method call types and the concept of recursion.

Be familiar with the basic concepts of an object-oriented programming language. This includes concepts of classes and objects, properties and methods, constructors, data encapsulation with get and set methods, inheritance of classes and the knowledge relationship between classes with multiplicity and navigability.

Be familiar with common array sorting processes, such as bubble sort and quick sort.

Be familiar with the following data structures: ring buffers, concatenated lists, LiFo and FiFo storage, and binary trees. Be familiar with the typical methods applied to these data structures.

Be familiar with the concept of collections in Java.

Skills: Students are able to solve computational tasks (AND, OR, XOR) in the binary and hexadecimal system with integers. They are able to create structograms, UML activity diagrams and UML class diagrams on the basis of given problems. They are able to implement basic data structures and search algorithms. They also acquire the ability to express recursive algorithms as iterative algorithms and use various loops. They practise and gain an understanding of object-oriented programming using classes they have implemented themselves.

Competencies: After completing this module, students will be able to do the following:

LO# Learning outcome (LO) Assessed through

LO1 Understand data types and how to represent them in storage facilities; follow fundamental mechanical arithmetic operations and implement them independently.

Written examination

LO2–5 Break down a problem according to the divide and conquer principle, and formalise it in algorithms (e.g. as a UML activity diagram).

Written examination

LO6–8 Develop a UML class diagram on the basis of a given problem.

Written examination

LO9 Explain common array sorting processes, such as bubble sort and quick sort.

Written examination

LO10 Explain the following data structures: ring buffers, concatenated lists, LiFo and FiFo storage, and binary trees.

Written examination

LO11 Use simple JDK collections. Written examination

Content: The entirety of Informatics 1 represents an introduction to practical informatics, teaching the principles of procedural and object-oriented programming. This is carried out using the programming language Java [Schiedermeier 2010, Ullenboom 2011, Ratz 2011] and the Eclipse development environment.


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The procedural programming component starts by examining primitive data types as well as binary and hexadecimal arithmetic (LO1), instructions and branches (LO3), loops and arrays (LO4), and breakdown according to the divide and conquer principle, plus the creation of methods and method calls including call by value and call by reference, and the concept of recursion. Tracing and debugging are presented as the first examples of procedures for tracing and testing specified programs. Finally, the first complexity estimations of individual loops are performed using big O notation (LO5). The principles covered in the module also include methods and notations for creating algorithms from language-based problems. Structograms and UML activity diagrams [Balzert 2005] (LO2) are presented for this purpose. Where object-oriented programming is concerned, the principles include the concepts of class and object including properties and methods (LO6), constructors, data encapsulation, and get and set methods (LO7). The module then looks at class inheritance and the knowledge relationship with multiplicity and navigability: these elements are documented within the first examples of UML class diagrams [Balzert 2005] and applied to practical scenarios (LO8). The third part of the module considers typical data structures of a simple and complex nature. These include arrays plus their sorting methods (LO9), ring buffers, concatenated lists, LiFo and FiFo storage (LO10), collections, and binary trees (LO11).

Forms of media:

Teaching in seminar format with PC-based projection and slides, plus demonstration of example programs and interactive program development. The slides are made available to download at the start of the module. Some writing on the board to guide students through algorithms, classes and more complex data structures.

Supplementary module material is provided in the form of e-learning materials, designed to help students move away from their day-to-day studying-based thinking and introduce them to the formal thought processes of computer scientists.

Literature:

Balzert, Helmut (2005): Lehrbuch Grundlagen der Informatik. Konzepte und Notationen in UML 2 Java 5 C++ und C# Algorithmik und Software-Technik Anwendungen; mit CD-ROM und e-learning-Online-Kurs. 2nd edition. Heidelberg: Elsevier Spektrum Akad. Verl (Lehrbücher der Informatik).

Ratz, Dietmar; Scheffler, Jens; Seese, Detlef; Wiesenberger, Jan (2011): Grundkurs Programmieren in Java. 6th edition, updated and expanded. Munich: Hanser Verlag.

Schiedermeier, Reinhard (2010): Programmieren mit Java. 2nd edition, updated. Munich [et al.]: Pearson (it Informatik).

Sierra, Kathy; Bates, Bert (2008): Java von Kopf bis Fuß. [ein Buch zum Mitmachen und Verstehen; behandelt Java 5.0; erfahren Sie wie Threads ihr Leben verändern können; sorgen Sie dafür dass die Java-Konzepte auch wirklich in Ihrem Hirn haften bleiben …]. 1st edition, 3rd reprint, updated. Beijing, Cologne: O'Reilly.

E-learning material <http://www.javavideokurs.de>.


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Module: Informatics 1, Practical Sessions Code: mkiB14 Subtitle: Principles of Procedural and Object-

Oriented Programming Course elements: Practical sessions Semester: Every semester Module coordinator: Prof. Frank Dopatka Lecturer: Prof. Frank Dopatka Language: German Allocation to the curriculum: Media and Communication Informatics

(Bachelor's), compulsory subject, 1st semester

Mode of teaching/semester hours per week (SWS):




None

Recommended prerequisites: None Mode of assessment: Practical sessions

Module objectives: This module focuses on the principles of procedural and object-oriented programming (OOP). This involves the practical application of concepts learned in Theoretical Principles 1, such as calculation using various data types, the issue of overflow, and Boolean algebra in conditions for branches and loops. The introduction to object-oriented programming forms the basis for modules such as Informatics 2, Informatics 3, Databases, and Distributed Systems. With students working in small groups, the practical sessions apply the methods learned in Informatics 1 and assess students' individual performance in programming tests.

Learning outcomes:

Knowledge:

Be able to name typical primitive data types and their approximate value ranges.

Be familiar with notation for structograms, UML activity diagrams and UML class diagrams.


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Be familiar with the basic concepts of a procedural programming language. This includes branches, loops, method call types and the concept of recursion.

Be familiar with the basic concepts of an object-oriented programming language. This includes concepts of classes and objects, properties and methods, constructors, data encapsulation with get and set methods, inheritance of classes and the knowledge relationship between classes with multiplicity and navigability.

Be able to name and classify common array sorting processes, such as bubble sort and quick sort.

Be familiar with the following data structures and how they work: ring buffers, concatenated lists, LiFo and FiFo storage, and binary trees.

Be familiar with the concept of collections in Java.

Skills: Students are able to solve computational tasks (AND, OR, XOR) in the binary and hexadecimal system with integers. They are able to program branches and loops as well as methods and method calls. They are able to program classes plus their properties and methods, and create objects using constructors. They are able to implement the concept of class inheritance and the knowledge relationship with multiplicity and navigability in UML and Java. They are able to implement common array sorting processes, such as bubble sort and quick sort. They acquire the ability to implement the following data structures and their methods: ring buffers, concatenated lists, LiFo and FiFo storage, and binary trees. They are able to apply collection classes to examples of their own source code.



LO1

Break down a problem according to the divide and conquer principle, and formalise it in algorithms (e.g. as a UML activity diagram), then implement it in procedural Java source code.

Present the findings of their group and demonstrate them in a written test.

LO2

Implement simple classes and meshes with inheritance, association and abstract classes in object-oriented Java source code, working on the basis of a text-based problem and UML diagrams.


LO3

Working in Java, program and apply common array sorting processes, such as bubble sort and quick sort, and common data structure such as ring buffers, concatenated lists, LiFo and FiFo storage, and binary trees. Additionally, apply simple collections from the JDK, such as ArrayList.



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Content:

The entirety of Informatics 1 represents an introduction to practical informatics, teaching the principles of procedural and object-oriented programming. This is carried out using the programming language Java [Schiedermeier 2010, Ullenboom 2011, Ratz 2011] and the Eclipse development environment. The practical sessions require students to work in small groups of 3 to 4 people and find solutions to smaller-scale programming tasks together while adhering to certain deadlines. They are given three practical worksheets for this purpose, the first covering procedural programming (LO1), the second object-oriented programming (LO2), and the third data structures (LO3). The groups then work on and assess the artifacts resulting from this. Three programming tests are carried out in parallel to the sessions in order to assess students' individual performance. The procedural programming component starts by examining primitive data types as well as binary and hexadecimal arithmetic, instructions and branches, loops and arrays, and breakdown according to the divide and conquer principle, plus the creation of methods and method calls including call by value and call by reference, and the concept of recursion. Finally, the first complexity estimations of individual loops are performed using big O notation. The principles covered in the module also include methods and notations for creating algorithms from language-based problems. Structograms and UML activity diagrams [Balzert 2005] are presented for this purpose (LO1). Where object-oriented programming is concerned, the principles include the concepts of class and object including properties and methods, constructors, data encapsulation, and get and set methods. The module then looks at class inheritance and the knowledge relationship with multiplicity and navigability: these elements are documented within the first examples of UML class diagrams [Balzert 2005] and applied to practical scenarios (LO2). The third part of the module considers typical data structures of a simple and complex nature. These include arrays plus their sorting methods, ring buffers, concatenated lists, LiFo and FiFo storage, collections, and binary trees (LO3).

Forms of media:

In small groups, students work through exercises on PCs and develop their own example programs. Additional tests involving programming tasks are given in order to tests students' individual performance.

Supplementary practical material is provided in the form of e-learning materials, designed to help students move away from their current way of thinking and introduce them to the formal thought processes of computer scientists.

Close supervision is provided by lecturers, assistants and tutors.

Literature:


Ratz, Dietmar; Scheffler, Jens; Seese, Detlef; Wiesenberger, Jan (2011): Grundkurs Programmieren in Java. 6th edition, updated and expanded. Munich: Hanser Verlag.

Schiedermeier, Reinhard (2010): Programmieren mit Java. 2nd edition, updated. Munich [et al.]: Pearson (it Informatik).


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Sierra, Kathy; Bates, Bert (2008): Java von Kopf bis Fuß. [ein Buch zum Mitmachen und Verstehen; behandelt Java 5.0; erfahren Sie wie Threads ihr Leben verändern können; sorgen Sie dafür dass die Java-Konzepte auch wirklich in Ihrem Hirn haften bleiben …]. 1st edition, 3rd reprint, updated. Beijing, Cologne: O'Reilly.

Ullenboom, Christian (2012): Java ist auch eine Insel. Das umfassende Handbuch; [Programmieren mit der Java Platform Standard Edition 7; Java von A bis Z: Einführung Praxis Referenz; von Klassen und Objekten zu Datenstrukturen und Algorithmen; aktuell zu Java 7]. 10th edition, revised and updated. Bonn: Galileo Press (Galileo Computing).

E-learning material <http://www.javavideokurs.de>.


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Module: Graphics Code: mkiB15 Subtitle: Course elements: Lectures

Practical sessions Semester: Every semester Module coordinator: Prof. Boris Terpinc Lecturer: Mr Bernhard Schellmann Language: German Allocation to the curriculum: Media and Communication Informatics


Lectures, practical sessions 4 (2+2) SWS



None


Practical sessions: Project work

Module objectives: This module provides students with an introduction to the theory and practice of design principles. It focuses on the structure, analysis and use of various media components used in printed products and presentations. In particular, it looks at the text-based and graphics-based design of pages, simultaneously analysing how the elements involved in this work together in a layout. To this end, it uses the tools, graphics programs, photography programs and typography programs associated with this kind of work.

Learning outcomes:

Knowledge:

Knowledge and understanding of microtypography and macrotypography.

Knowledge and understanding of design basics.

Knowledge and understanding of page design and typography.

Knowledge of the process of creating printed products, and the ability to carry out this process.


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Knowledge of and ability to use methods involved in creating presentations.

Knowledge of the rules governing web publishing, and the specific features of this medium.

Ability to reproduce colours in a sensible way and with particular aims in mind.

Ability to carry out production planning. Skills: Students learn how to create text-based pages and how to design printed and on-screen pages containing graphics elements, colour and photographs. They also use standard programs for graphics, photography and typography. They put together a printed product using individual media components and, at the same time, create a content design that is suitable for screens. This requires them to focus on a cross-media way of thinking and recognise the principles of single-source publishing. Working together in a small project team, students carry out small-scale projects over the course of the semester.



LO1 Basic design. Written examination

LO2 Typography. Written examination

LO3 Layout. Written examination/artifact

LO4 Colour. Written examination/artifact

LO5 Print something that has been produced. Artifact

LO6 Create a presentation. Presentation

LO7 Web publishing. Written examination

Content:

Microtypography and macrotypography.

Basic design.

Page design and typography.

Creating a printed product.

Creating presentations.

Web publishing.

The use of colour.

Production planning.


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Forms of media:

The lectures accompany the practical sessions. The teaching material is taught using clearly laid out slides and several examples of basic design. The functions of the individual media components are discussed on the basis of theoretical principles, but are also tested out and put into practice. The latest graphics programs are provided as teaching materials for both the practical sessions and the lectures.

Literature:

Schellmann, Bernhard (2013): Handbuch Medien. Medien verstehen gestalten produzieren. 6th edition, revised and expanded. Haan-Gruiten: Verl. Europa-Lehrmittel (Europa-Lehrmittel).


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Module: Photography Code: mkiB16 Subtitle: Course elements: Lectures

Practical sessions Semester: Every semester Module coordinator: Prof. Boris Terpinic Lecturer: Steffen Schanz Language: German Allocation to the curriculum: Media and Communication Informatics





None



Module objectives:

This module provides students with an introduction to the theory and practice of photography. It focuses on cameras, a photographer's tools of the trade, and image composition. It looks at the ways in which analogue and digital cameras work, as well as resolution, formats, flash and lighting. However, it also considers the aesthetic and creative aspects of photography, as well as image composition and communicating a message. Other areas it covers are image editing and manipulation.


Digital photography and digital editing programs.

Image formats and image conversion.

Image design.


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The various stages involved in image editing.

Colour photography and various types of exposure.

Lighting and flash in photography.

Skills:

Students are familiar with professional camera technology, plus shot techniques involving flash and studio lighting. They are able to edit their own images using digital image editing programs, and are able to create image material for reuse in printed format or web applications.

They are familiar with the physical principles of light and exposure, are able to select appropriate shooting techniques, and learn how to use professional cameras for taking photographs. They also learn how to use image editing programs and work with related areas, such as graphic design and printing. They gain the ability to use images in information technology applications, such as web presences and image databases, and the ability to do so independently in small project teams.



LO1 Distinguish between the phenomena of light propagation and exposure techniques.

Written examination

LO2 Evaluate physical and optical principles as well as types of image editing, and apply manipulation methods.

Written examination

LO3 Use photography techniques and edit images digitally. Artifact

LO4 Apply the correct exposure to images and edit them from an artistic perspective.

Artifact

LO5 Evaluate and apply processing formats for images, using various technical standards.

Artifact

LO6 Apply their acquired knowledge independently to photography and image applications, and organise this process in a team setting.

Artifact

LO7 Use and differentiate between design media. Artifact

Content:

Students learn the theoretical principles behind photography. The module looks at light phenomena, lenses and techniques used when taking photographs (LO1). It also considers the principles of image editing, digitisation and formatting (LO2). Students learn how to take photographs using natural light, artificial light and flash, and learn how to edit them using digital programs. They become familiar with a range of photography techniques and the principles of digital cameras (LO3). The practical element of the module considers various scenarios in which photographs can be taken and allows students to try them out. Through examples of advertising and product photography, students learn the principles underpinning these scenarios (LO4). They are able to use and distinguish between the main image formats (LO5). They are able to organise, plan and execute straightforward photoshoots (LO7). The practical element of the module provides an introduction to photography techniques and designing images. As well as conventional techniques, it considers special formats such as panoramic or 180-degree shots.


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Forms of media:

The lectures accompany the practical sessions. The teaching material is taught using clearly laid out slides and several examples of photography. Camera, visual and lighting functions in photography are explained using theoretical principles, but are also presented using visual experiments. The latest digital editing programs are provided as teaching materials for both the practical sessions and the lectures. The technical equipment provided includes semi-professional cameras and flash equipment, plus a film studio that can also be used as a photography studio.

Literature:

Feininger, Andreas (1977): [Andreas] Feiningers Kompositionskurs der Fotografie. 2nd edition. Vienna: Econ.

Feininger, Andreas (2003): Die hohe Schule der Fotografie. Das berühmte Standardwerk. Genehmigte Taschenbuchausg., 22nd edition, 11th print run of this edition. Munich: Heyne (Heyne-Bücher: 8, Heyne-Ratgeber, 4544 : Heyne-Ratgeber Hobby und Freizeit).

Students will be informed of more in-depth sources of literature during the course of the module.


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Module: Theoretical Principles 2 Code: mkiB21 Subtitle: Course elements: Lectures

Semester: Every semester Module coordinator: Prof. Bernhard Mößner Lecturer: Prof. Bernhard Mößner Language: German Allocation to the curriculum: Media and Communication Informatics

(Bachelor's), compulsory subject, 2nd semester


Lectures 4 SWS



None

Recommended prerequisites: mkiB11, mkiB12 Mode of assessment: Lectures: Written examination

Module objectives: The main objective of this module is to present the concept of calculation using various models. It examines selected areas within the theory of informatics: automata theory, substitution systems, iterative functions, recursive functions and lambda calculus. In addition to these theoretical aspects, it also presents some calculation problems that are relevant to practical scenarios.

Learning outcomes:

Knowledge: Structure of formal languages, grammars, automata theory, substitution as a calculation concept based on the example of word generation and lambda calculus. Notation on a computer. Numerical mathematics with floating-point numbers.


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Skills: Converting grammars in state machines into languages and then back into grammars, based on the language elements in the Chomsky hierarchy as far as possible. Formalising iterative and recursive problems in formal languages. Competencies: Using programming languages to formalise real-world problems; understanding the limitations of computability in practice; reducing the problem to the Entscheidungsproblem. Understanding the computer as a machine. Identifying decidable/undecidable problems. Problem abstraction. Evaluating the numerical stability of algorithms.

Content: Examples of iterative and recursive algorithms (Heron method, Mandelbrot set, calculation of zeros using interval halving) are presented in order to aid students' understanding of computation. The convergence of sequences is a key element of this. As all calculations performed on a computer are finite, solutions can only ever represent approximations of the exact results. Practical calculation problems are presented on the basis of computer notation and floating-point arithmetic. In this case too, all results represent approximations of the exact results, as it is only ever possible to calculate using a finite, specified level of accuracy. Presenting standard language in the form of machine language illustrates the principle of substitution as well as the basic principles of building a compiler. The syntax tree then provides a transition point at which grammars and, as a result, formal languages can be introduced. Students are taught the basics of automata theory (finite state machines, pushdown automata and Turing machines), and shown the relationships between languages and grammars within the Chomsky hierarchy. The module concludes by looking at diagonalisation and the Entscheidungsproblem.

Forms of media: Lectures plus accompanying practical sessions. Teaching in seminar format with writing on the board, overhead projection and PC-based projection. There should also be scope to discuss unresolved questions and problems. Materials for lectures and practical sessions provided in printed and/or electronic format:

Brief lecture notes.

Literature:

Abelson, Harold; Sussman, Gerald Jay; Sussman, Julie (2001): Struktur und Interpretation von Computerprogrammen. Eine Informatik-Einführung. 4th edition, revised. Berlin, Heidelberg: Springer (Springer-Lehrbuch).

Hämmerlin, Günther; Hoffmann, Karl-Heinz (1991): Numerische Mathematik. 2nd edition. Berlin: Springer (Grundwissen Mathematik, 7).

Hollas, Boris (2007): Grundkurs Theoretische Informatik mit Aufgaben und Prüfungsfragen. 1st edition. Heidelberg, Munich: Elsevier Spektrum Akad. Verl (Hochschultaschenbuch).


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Hopcroft, John E.; Ullman, Jeffrey D. (2000): Einführung in die Automatentheorie, formale Sprachen und Komplexitätstheorie. 4th edition, revised. Munich, Vienna: Oldenbourg.

Hromkovic, Juraj (2010): Theoretische Informatik. Formale Sprachen, Berechenbarkeit, Komplexitätstheorie, Algorithmik. 4th edition. [S.l.]: Vieweg+Teubner Verlag.

Schöning, Uwe (2008): Theoretische Informatik - kurz gefasst. 5th edition. Heidelberg: Spektrum Akademischer Verlag (Hochschultaschenbuch).

Wegener, Ingo (2005): Theoretische Informatik. Eine algorithmenorientierte Einführung. 3rd edition, revised. Wiesbaden: Teubner (Lehrbuch Informatik).


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Module: Theoretical Principles 2, Practical Sessions Code: mkiB22 Subtitle: Course elements: Practical sessions Semester: Every semester Module coordinator: Prof. Bernhard Mößner

Lecturer: Prof. Bernhard Mößner Language: German Allocation to the curriculum: Media and Communication Informatics (Bachelor's),

compulsory subject, 2nd semester Mode of teaching/semester hours per week (SWS):

Lectures 2 SWS



None

Recommended prerequisites: mkiB11, mkiB12 Mode of assessment: Practical sessions

Module objectives: This module is made up of practical sessions accompanying the lectures that are given in Theoretical Principles 2 (mkiB21). Students are expected to understand problems drawn from the areas of automata theory, substitution systems, iterative functions, recursive functions and numerical mathematics, and must be able to work through them independently.

Learning outcomes: Knowledge: Structure of formal languages, grammars, automata theory, substitution as a calculation concept based on the example of word generation and lambda calculus. Notation on a computer. Numerical mathematics with floating-point numbers.


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Skills: Converting grammars in state machines into languages and then back into grammars, based on the language elements in the Chomsky hierarchy as far as possible. Formalising iterative and recursive problems in formal languages. Competencies: Using programming languages to formalise real-world problems; understanding the limitations of computability in practice; reducing the problem to the Entscheidungsproblem. Understanding the computer as a machine. Identifying decidable/undecidable problems. Problem abstraction. Evaluating the numerical stability of algorithms.

Content: The practical sessions involve tasks in the areas of iterative and recursive sequences, convergence of sequences, computer notation, calculation using floating-point numbers, word generation using grammars, plus deterministic and non-deterministic finite state machines and Turing machines.

Forms of media:

Students work through written and PC-based exercises in their own time, either individually or in groups. Some tasks are set by students or lecturers during practical sessions by writing them on the board. There should also be scope to discuss unresolved questions and problems. Materials for lectures and practical sessions provided in printed and/or electronic format:

Practical exercises.

Literature:

Abelson, Harold; Sussman, Gerald Jay; Sussman, Julie (2001): Struktur und Interpretation von Computerprogrammen. Eine Informatik-Einführung. 4th edition, revised. Berlin, Heidelberg: Springer (Springer-Lehrbuch).

Hämmerlin, Günther; Hoffmann, Karl-Heinz (1991): Numerische Mathematik. 2nd edition. Berlin: Springer (Grundwissen Mathematik, 7).

Hollas, Boris (2007): Grundkurs Theoretische Informatik mit Aufgaben und Prüfungsfragen. 1st edition. Heidelberg, Munich: Elsevier Spektrum Akad. Verl (Hochschultaschenbuch).

Hopcroft, John E.; Ullman, Jeffrey D. (2000): Einführung in die Automatentheorie, formale Sprachen und Komplexitätstheorie. 4th edition, revised. Munich, Vienna: Oldenbourg.

Hromkovic, Juraj (2010): Theoretische Informatik. Formale Sprachen, Berechenbarkeit, Komplexitätstheorie, Algorithmik. 4th edition. [S.l.]: Vieweg+Teubner Verlag.

Schöning, Uwe (2008): Theoretische Informatik - kurz gefasst. 5th edition. Heidelberg: Spektrum Akademischer Verlag (Hochschultaschenbuch).

Wegener, Ingo (2005): Theoretische Informatik. Eine algorithmenorientierte Einführung. 3rd edition, revised. Wiesbaden: Teubner (Lehrbuch Informatik).


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Module: Informatics 2 Code: mkiB23 Subtitle: Advanced Object-Oriented

and Procedural Programming, Plus Principles of GUI and Web Programming

Course elements: Lectures Semester: Every semester Module coordinator: Prof. Frank Dopatka Lecturer: Prof. Frank Dopatka Language: German Allocation to the curriculum: Media and Communication Informatics



Lectures 4 SWS



None


Module objectives: Building on the principles of Informatics 1, this module enhances students' knowledge of object-oriented and procedural programming, using UML notation and the programming language Java. In addition to OOP, students are given their first insight into object-oriented analysis (OOA), object-oriented design (OOD) and test-driven development (TDD); this equips them with the tools they need to model and then implement more general problems. Where data retention is concerned, the module introduces the CSV and XML file formats, as well as Java serialization. The third semester then presents a more extensive data retention model as part of the Databases module. While Human-Machine Interaction focuses more on usability, this module looks at the implementation of user interfaces and web applications at the back end. It therefore concentrates more heavily on the technical side of media informatics. Students encounter web programming (HTML, HTTP, JSP, servlets) for the first time, which lays the foundation for modules such as Internetworking 1 and Distributed Systems. Theoretical Principles 2 sets out the theory underpinning more advanced algorithms, and this is put into practice at the same time.


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The methods learned in this module are applied at the appropriate points in the accompanying Informatics 2 practical sessions.


Be able to name and classify the stages of software development (GPA, GPM, OOA, OOD, OOP).

Be familiar with the notation of UML state diagrams in analysis and design form, as well as UML state diagrams and sequence diagrams.

Be familiar with advanced concepts of an object-oriented programming language. This includes the concepts of aggregation and composition, internal classes, enumerations, streams, input/output and serialization, definition, implementation, and use of interfaces.

Be able to classify container classes and generic data types into lists, sets and maps, and be able to state what the differences between them are.

Be familiar with the way in which a versioning system works.

Be able to classify test methods into black, white and grey box testing, and be able to state what the differences between them are.

Be familiar with the component-based structure of graphical user interfaces.

Be able to name various methods of implementing event handling.

Be familiar with the principle of multithreading and be able to name its problems (race conditions, deadlocks).

Be familiar with the basic HTML command set involving HTTP communication between a client and a server.

Be able to state the differences between HTML, XML, JavaServer Pages (JSP) and servlets.

Be able to describe the procedure involved in a backtracking algorithm.

Be familiar with the structure of graphs and be able to describe the function of simple graph algorithms (greedy node colouring, Dijkstra's algorithm).

Skills: Students are able to implement the advanced concepts of an object-oriented programming language using the example of Java. They are able to implement read and write access to files as a serialized data stream, as comma-separated values (CSV) and in XML format, using JAXB. They are able to create regular expressions. They are able to implement the component-based structure of graphical user interfaces using event handling. They are also able to create simple multithreading applications. Students acquire the ability to create simple web applications without database links but with session handling based on HTML, JSP and servlets. They are also able to design backtracking algorithms for set problems. They are able to create graph data structures and understand simple graph algorithms.


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LO1–6

Formally model text-based task descriptions in the UML and implement them as small and medium-scale Java applications using advanced object orientation concepts such as interfaces and internal classes. Specify test cases in advance and use external libraries for specific Javadoc documentation.

Written examination

LO7–8 Create a graphical user interface using AWT and Swing in source code with specific Javadoc documentation.

Written examination

LO9–11

Design and implement a web-based front end using JavaServer Pages (JSPs) and servlets with specific Javadoc documentation.

Written examination

LO12–13

Apply backtracking algorithms as well as algorithms for graph colouring in the case of specific problems, and implement them in Java.

Written examination

Content: Building on the content of Informatics 1, this module enhances students' knowledge of object-oriented and procedural programming. Where object orientation is concerned, this includes the concepts of aggregation and composition, internal classes (LO1), enumerations, streams, input/output and serialization, as well as definition, implementation, and use of interfaces [Ratz 2006/07] (LO2). It discusses various types of container class (lists, sets, maps) from the Java Collection Framework (JCF) as well as their properties [Ratz 2006/07]. To enable students to work in a wider application context, the module also presents the basic way in which versioning systems work, using the example of Subversion (SVN) [Pilato 2009]. There is the option of using it in the accompanying practical sessions. Regular expressions are introduced as an appropriate way of testing user inputs in this kind of context [Ullenboom 2011] (LO3). Students are then introduced to the differences present in UML class diagrams during the analysis and design stages, as well as UML sequence and state diagrams [Balzert 2005]. This includes information on general implementation in Java source code (LO4). Advanced object orientation also teaches students how to integrate and apply external libraries in their own applications. Based on the context of studies into media and communication informatics, students are also introduced to the iText library for dynamic creation of PDF files and PDF forms [Lowagie 2010], and the JavaMail library for automatically creating and sending emails (LO5). As an addition to the basic test methods of tracing and debugging, introduced in Informatics 1, Informatics 2 discusses the differences between verification and validation, and presents black, white and grey box testing as test methods [Beck 2010] (LO6). The second major component of this module introduces students to component-based GUI programming with Java AWT and Swing [Zukowski 2004]. This includes control elements, layout managers (LO7) and event handling. A blocking user interface encourages multithreading and the issues of race conditions and deadlocks [Ullenboom 2011] (LO8). The third component of this module deals with the basics of web programming. This includes the basic HTML command set plus HTML forms, basic data transmission between client and server using HTTP, and linking HTML to XML and SGML. Students are also shown how JPG images (captchas) are dynamically created and transmitted using Java (LO9).


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Server-side interpretation of HTML forms is carried out on the basis of Java servlets and JavaServer Pages (JSP) [Basham 2008]. HTTP session and JavaBeans management is also explained in this context (LO10). Finally, this component of the module looks at data storage in XML format [Vonhoegen 2011] as well as Java Architecture for XML Binding (JaxB) [Scholz, Niedermeier 2009] as a persistence layer for entire object structures (LO11). The fourth and final component of the module enhances students' knowledge of procedural programming. It presents the backtracking strategy as a problem-solving method based on the concept of recursion, introduced in Informatics 1. Sudoku and the eight queens puzzle are provided as examples of this (LO12). Other topics covered by this component are graphs as a data structure, including graph colouring, heuristics (greedy, largest first, smallest last), and Dijkstra's algorithm [Diestel 2010] (LO13).

Forms of media:

Teaching in seminar format with PC-based projection and slides, plus demonstration of example programs and interactive program development. The slides are made available to download at the start of the module. Some writing on the board to guide students through algorithms, classes and more complex data structures.

Supplementary lecture material is provided in the form of e-learning materials, designed to help students move away from their current way of thinking and introduce them to the formal thought processes of computer scientists.

Literature:


Basham, Bryan; Sierra, Kathy; Bates, Bert (2009): Servlets und JSPs von Kopf bis Fuß. 2nd edition, German edition of 2nd English edition. Beijing, Cologne: O'Reilly.

Beck, Kent (2010): Test-driven development. By example. 15th print. Boston, Mass., Munich: Addison-Wesley (A Kent Beck Signature Book).

Diestel, Reinhard (2010): Graphentheorie. 4th edition. Heidelberg [et al.]: Springer (Springer-Lehrbuch Masterclass).

Lowagie, Bruno (2011): iText in Action. 2nd ed. Stamford: Manning Publ (Covers iText 5).

Pilato, C. Michael; Collins-Sussman, Ben; Fitzpatrick, Brian W. (2009): Versionskontrolle mit Subversion. [Software-Projekte intelligent koordinieren]. 3rd edition, fully revised and updated. Beijing, Cologne: O'Reilly.

Ratz, Dietmar; Scheffler, Jens; Seese, Detlef (2007): Grundkurs Programmieren in Java. 4th edition, revised. Munich, Vienna: Hanser.

Ratz, Dietmar (2006): Grundkurs Programmieren in Java. [basiert auf Java 5.0]. 2nd edition, revised and updated. Munich, Vienna: Hanser

Scholz, Michael; Niedermeier, Stephan (2009): Java und XML. Grundlagen Einsatz Referenz; [Parsen Serialisieren Validieren und Transformieren; alles zu DOM SAX JAXP StAX und JAXB; inkl. Webservices und XML-Publishing mit Cocoon 2.2; CD-ROM mit allen wichtigen Tools und Beispielen]. 2nd edition, fully revised and updated. Bonn: Galileo Press (Galileo Computing).



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Vonhoegen, Helmut (2011): Einstieg in XML. [Grundlagen Praxis Referenz; für Anwendungsentwicklung und E-Publishing; Transformation Formatierung Schnittstellen; inkl. XML Schema DTD XSLT CSS XSL XPath DOM SAX SOAP XQuery XForms; nützliche XML-Tools W3C-Dokumente und alle Beispieldaten]. 6th edition, updated and expanded. Bonn: Galileo Press (Galileo Computing).

Zukowski, John (2005): The Definitive Guide to Java Swing. Third Edition. Berkeley, CA: Apress (SpringerLink: Bücher).


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Module: Informatics 2, Practical Sessions Code: mkiB24 Subtitle: Advanced Object-Oriented and

Procedural Programming, Plus Principles of GUI and Web Programming

Course elements: Practical sessions Semester: Every semester Module coordinator: Prof. Frank Dopatka Lecturer: Prof. Frank Dopatka Language: German Allocation to the curriculum: Media and Communication Informatics






None

Recommended prerequisites: mkiB13, mkiB14 Mode of assessment: Practical sessions

Module objectives: Building on the principles of Informatics 1, this module enhances students' knowledge of object-oriented and procedural programming, using UML notation and the programming language Java. In addition to OOP, students are given their first insight into object-oriented analysis (OOA), object-oriented design (OOD) and test-driven development (TDD); this equips them with the tools they need to model and then implement more general problems. This module continues to handle the data for the applications being created in the form of files (CSV and XML), so that students can then be introduced to a more extensive data model during the Databases module in the third semester. While Human-Machine Interaction focuses more on usability, this module looks at the implementation of user interfaces and web applications at the back end. It therefore concentrates more heavily on the technical side of media informatics.


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Students encounter web programming (HTML, HTTP, JSP, servlets) for the first time, which lays the foundation for modules such as Internetworking 1 and Distributed Systems. Theoretical Principles 2 sets out the theory underpinning more advanced algorithms, and this is put into practice at the same time. With students working in small groups, the practical sessions apply the methods learned in Informatics 2 and assess students' individual performance in programming tests.

Learning outcomes:

Knowledge:

Be familiar with the notation of UML state diagrams in analysis and design form, as well as UML state diagrams and sequence diagrams.

Be familiar with advanced concepts of an object-oriented programming language. This includes the concepts of aggregation and composition, internal classes, enumerations, streams, input/output and serialization, definition, implementation, and use of interfaces.

Be familiar with the component-based structure of graphical user interfaces.

Be able to name various methods of implementing event handling.

Be familiar with the principle of multithreading and be able to name its problems (race conditions, deadlocks).

Be familiar with the basic HTML command set involving HTTP communication between a client and a server.

Be able to state the differences between HTML, XML, JavaServer Pages (JSP) and servlets.

Be able to describe the procedure involved in a backtracking algorithm.

Be familiar with the structure of graphs and be able to describe the function of simple graph algorithms (greedy node colouring, Dijkstra's algorithm).

Skills: Students are able to implement the advanced concepts of an object-oriented programming language using the example of Java. They are able to implement read and write access to files as a serialized data stream, as comma-separated values (CSV) and in XML format, using JAXB. Additionally, they are able to create and program regular expressions. They are able to integrate and use external libraries such as iText and JavaMail in existing applications. They are able to implement grey box tests using JUnit. They are able to implement the component-based structure of graphical user interfaces using event handling. They are able to create simple multithreading applications. In addition to this, they are taught skills for implementing simple web applications without database links but with session handling based on HTML, JSP and servlets. They are able to design and implement backtracking algorithms for set problems. They are also able to create graph data structures and implement simple graph algorithms.


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LO1

Taking a more extensive task description that has been roughly formulated from the customer's perspective, model this formally in the UML and implement it as a Java application using advanced object orientation concepts such as interfaces and internal classes.

Present the findings of the group and demonstrate them in programming tests.

LO2 Subject the backend model to unit testing first, and then design and implement a graphical user interface on a specific back end using AWT and Swing.


LO3

Design and implement a web-based front end on a specific back end using JavaServer Pages (JSPs) and servlets. Implement examples of algorithms for solving more complex problems (such as a Sudoku solver with backtracking, resource scheduling using graph colouring, or finding the shortest route using Dijkstra's algorithm).


Content:

Building on the content of Informatics 1, this module enhances students' ability to apply object-oriented and procedural programming in practice. It also teaches them how to create additional UML diagram types and implement them in Java source code. In contrast to Informatics 1, the practical sessions in this module require students to work on a single, more complex task over the whole semester in a small group of 3 to 4 students. The first part involves specifying a rough task description on the customer's side; the group then models this in the UML [Balzert 2005] and implements it initially as a backend console application [Ratz 2006/07], [Ullenboom 2011]. This requires the integration and application of external libraries such as iText [Lowagie 2010] and JavaMail (LO1). During the second part of the practical sessions, the Java application is used as a back end so that a graphical user interface can be implemented on this basis using AWT and Swing [Zukowski 2004]. Prior to this, the first backend unit tests are created using JUnit [Beck 2002] (LO2). Finally, the Java application is converted into a web application using JavaServer Pages (JSP) and servlets, and can be used by multiple users at the same time. The application is also converted into a bean that is accessed by the web front end (LO3).

Forms of media:

In small groups, students work through exercises on PCs and develop their own example programs. Additional tests involving programming tasks are given in order to tests students' individual performance.

Supplementary practical material is provided in the form of e-learning materials, designed to help students move away from their current way of thinking and introduce them to the formal thought processes of computer scientists.



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Literature:


Basham, Bryan; Sierra, Kathy; Bates, Bert (2009): Servlets und JSPs von Kopf bis Fuß. 2nd edition, German edition of 2nd English edition. Beijing, Cologne: O'Reilly.

Beck, Kent (2010): Test-driven development. By example. 15th print. Boston, Mass., Munich: Addison-Wesley (A Kent Beck Signature Book).

Lowagie, Bruno (2011): iText in Action. 2nd ed. Stamford: Manning Publ (Covers iText 5).

Ratz, Dietmar (2006): Grundkurs Programmieren in Java. [basiert auf Java 5.0]. 2nd edition, revised and updated. Munich, Vienna: Hanser.

Ratz, Dietmar; Scheffler, Jens; Seese, Detlef (2007): Grundkurs Programmieren in Java. 4th edition, updated. Munich, Vienna: Hanser.


Zukowski, John (2005): The Definitive Guide to Java Swing. Third Edition. Berkeley, CA: Apress (SpringerLink: Bücher).


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Module: Human-Machine Interaction Code: mkiB25 Subtitle: Course elements: Lectures

Practical sessions Semester: Every semester Module coordinator: Prof. Gabriela Tullius Lecturer: Prof. Gabriela Tullius Language: German, English Allocation to the curriculum: Media and Communication Informatics (Bachelor's),

compulsory subject, 2nd semester Mode of teaching/semester hours per week (SWS):


Total hours: Contact time: 60 hours

Independent study: 90 hours Credits: 5 ECTS Prerequisites in accordance with examination regulations (StuPro):

None

Recommended prerequisites: mkiB11, mkiB12, mkiB13, mkiB14, mkiB16 Mode of assessment: Lectures: Written examination


Module objectives: The aim of this module is to raise students' awareness of how to design user interfaces that are both usable and attractive, and enable them to develop solutions for achieving this. The module can play a key role in the curriculum of the first or second semester, as it combines several areas of skill that students acquire in other modules. Passing this module should ensure that, as students continue in their studies, they are able to design applications with a focus on the user, task and context in question.

Learning outcomes:

Knowledge:

Be familiar with methods for designing user interfaces.

Be able to describe elements of the interaction design process (in accordance with ISO 9241).

Be able to identify and classify user groups and tasks.

Be able to name and apply guidelines and standards for designing user interfaces.


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Be able to explain efficiency, effectiveness and satisfaction.

Be familiar with methods of evaluating user interfaces.

Be able to explain accessibility, user experience and usability.

Be familiar with mobile and stationary user interfaces, and their context.

Be familiar with different input and output modalities. Skills: Students analyse the user group, the context and the task of the user. To do so, they apply a range of methods they have learned. They describe criteria for analysing user interfaces. They evaluate user interfaces based on scientific criteria and are able to develop graphical window systems using appropriate interaction objects. Students also design applications with respect to accessibility (in the context of user interfaces) and are able to evaluate applications with this in mind. Students design mock-ups and prototypes for immediate or later implementation as attractive products that are fit for purpose. In the process, they consider and evaluate the product as a whole from the perspective of the user experience, and select the right design according to the input and output modality. Competencies: After completing this module, students will be able to do the following:


LO1 Apply various process models for developing user interfaces, including abstract ones.

Written examination

LO2 Devise and design a user interface for a specific target group, from an ergonomic and an aesthetic perspective.

Project work

LO3 Apply acquired knowledge independently to an interactive product.

Written examination, project work

LO4 Use authoring systems for developing user interfaces. Project work

LO5 Assess problems and limitations arising from the development of interactive products.

Project work

LO6 Assess own developments and abilities. Project work

LO7 Communicate, present and discuss developments and structuring decisions from a sound scientific standpoint.

Project work

LO8 Evaluate and grasp current developments in human-machine interaction.

Project work

Content: Human-Machine Interaction introduces students to the subject of designing user interfaces in a way that ensures good, ergonomic interaction design. The design of a user interface as a whole is a key factor in the success of a product. Its design elements therefore include the use of interaction objects (widgets) [Shneiderman 2005], with cognitive aspects taken into account [Johnson 2010] (LE2). However, the module also looks at the perception and handling of the user-centred design process [Sharp et al. 2011] plus associated methods [Cooper] (LE1), as well as usability [Sharp et al. 2011 ] and, more generally, the user experience. Students examine the question of how systems need to be designed (LO3, LO5) in order for them to make as positive an impression as possible, and in order for them to satisfy both pragmatic and hedonic quality requirements. This also requires students to focus on different target groups and apply the communication-related and cross-disciplinary skills they have developed (LO6, LO7).


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During the practical elements, students put the knowledge they have acquired during the lectures into practice in independent work, creating solutions to exercises and working on the design of user interfaces. This includes analysing the target group and the associated tasks, and looking at the context in question. Students typically work on a larger project so that they are given the opportunity to reflect on their own methods in a more extensive context. They familiarise themselves with an authoring system for designing user interfaces, and can use this to create mockups and prototypes (LO4). They also research scientific literature on the subject and work independently to consolidate their knowledge of the lecture contents (LO8).

Forms of media:

The teaching material consists of slide notes presented in electronic format, exercise sheets and introductions to authoring systems. The module consists of lectures plus accompanying practical sessions. Teaching is conducted in a seminar format, with theoretical content illustrated using multimedia examples. Students work through exercises relating to the subject of human-machine interaction either individually or in groups. Students start by creating their first mock-ups with pen and paper, then move on to their own prototype applications using an authoring system. They are supervised by the lecturer. They are required to complete a more extensive piece of work for the semester over several weeks, with the intention of introducing them to bigger tasks.

Literature:

Cooper, Alan; Reimann, Robert; Cronin, Dave (2007): About Face 3. The essentials of interaction design. Indianapolis, Ind.: Wiley.

Johnson, Jeff (2010): Simple guide to understanding user interface design rules. Designing with the mind in mind. Online edition. Burlington, MA: Morgan Kaufmann Publishers.

Norman, Donald A. (2002): The design of everyday things. 1st basic paperback ed., [reprint]. [New York]: Basic Books.

Rogers, Yvonne; Preece, Jenny; Sharp, Helen (2011): Interaction design. Beyond human-computer interaction. 3rd ed. Chichester: Wiley.

Shneiderman, Ben; Plaisant, Catherine (2005): Designing the user interface. Strategies for effective human-computer interaction. 4th ed. Boston, Mass., Munich: Pearson/Addison-Wesley.

Darüber hinaus aktuelle Artikel aus Fachjournalen und Konferenzen wie bspw. der SIGCHI, i-com oder auch relevante ISO Normen.


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Module: Audio Code: mkiB26 Subtitle: Course elements: Lectures

Practical sessions

Semester: Every semester Module coordinator: Prof. Boris Terpinc Lecturer: Dipl. Ing. (FH) Jo Baumann Language: German Allocation to the curriculum: Media and Communication Informatics

(Bachelor's), compulsory subject, 2nd semester Mode of teaching/semester hours per week (SWS):




None


Practical sessions: Project work Module objectives:

This module provides students with an introduction to the theory and practice of audio recording and editing as well as sound studio technology. It teaches basic knowledge of acoustic signals, signal paths and how to process them. As well as this, it addresses the phenomena of sound origination, sound propagation and sound perception, plus types of sound converters and microphones. Based on small sample projects in the form of radio spot production, the practical sessions introduce students to working with recording technology, audio software and audio document design. Learning outcomes:

Knowledge:

Audio technology, microphone technology and digital editing programs.

Audio formats, conversion and data transfer.

Audio document design (radio spots, short radio plays) and implementation.


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The various steps involved in audio production.

The basic rules of multitrack sound studio recordings.

Mixing various soundtracks and sound types.

Acoustic design options. Skills: Students are familiar with professional sound recording and microphone technology, plus recording techniques. They are able to edit sound material using audio editors and special digital software programs, as well as mix and edit audio and create audio files during the mastering process. They are able to correctly assess the physical and acoustic conditions in sound recordings, select appropriate recording techniques and microphone technology, and apply the latest professional software tools for audio editing. They are also able to record sound in the studio and work with media specialists from the sound and image industries. They gain the ability to use sound media in information technology applications, and the ability to execute audio productions independently in small project teams.

Learning outcomes: Competencies: After completing this module, students will be able to do the following:


LO1 Assess and distinguish between the phenomena of sound origination and propagation subjectively.

Written examination

LO2 Evaluate physical and acoustic principles and signal types, and apply processing methods.

Written examination

LO3 Record studio sound, use multitrack recording techniques, and perform sound editing manually.

Artifact

LO4 Record and mix a simple radio spot. Artifact

LO5 Evaluate and apply recording and processing formats for images and sound, using various technical standards.

Artifact

LO6 Apply their acquired knowledge independently to a video production, and organise this process in a team setting.

Artifact

LO7 Use and differentiate between design media. Artifact

Content: Students learn the theoretical principles behind audio technology. The lectures look at the phenomena of sound origination and propagation (LO1). The module also considers the principles of acoustic signal processing, digitisation and formatting (LO2). Students learn how to prepare audio files and implement them in an audio medium. They also learn how to operate sound mixing desks as well as use various voice and music recording techniques (LO3). The sound editing component uses and tests a range of audio samples. Students acquire basic knowledge of sound editing, microphone and sound mixing techniques (LO4). They are able to work with and distinguish between the main sound formats (LO5). They are able to organise, plan and evaluate straightforward sound recording sessions (LO7). Using the example of radio spot production, the practical sessions introduce students to working with recording technology, audio software and audio document design. They look at editing and multitrack mixing of voice and/or music clips, as well as the production of spoken word or music files as a complete medium.


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Forms of media:

Support materials for the lectures are provided in the form of projected visual representations, animations and several sound samples. During the practical sessions, students generally work independently on audio projects in groups of two; this may involve short radio plays, radio clips or music clips. The teaching material consists of documents relating to the work. Documents for the lectures and practical sessions are made available for download in electronic format on the degree programme's informatics server (RELAX).

Literature:

Friedrich, Hans Jörg (2008): Tontechnik für Mediengestalter. Töne hören - Technik verstehen - Medien gestalten. Berlin, Heidelberg: Springer (X.media.press).

Henle, Hubert (2001): Das Tonstudio-Handbuch. Praktische Einführung in die professionelle Aufnahmetechnik. 5th edition, fully revised. Munich: Carstensen (Factfinder-Serie).

Sandmann, Thomas (2008): Effekte & dynamics. Professionelles Know-How für Mix und Mastering; die Referenz für Einsteiger und Profis. 7th edition. Bergkirchen: PPV Medien.


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Module: Informatics 3 Code: mkiB31 Subtitle: Course elements: Lectures Semester: Every semester Module coordinator: Prof. Marcus Schöller Lecturer: Prof. Marcus Schöller Language: German Allocation to the curriculum: Media and Communication

Informatics (Bachelor's), compulsory subject, 3rd semester


Lectures 4 SWS



None

Recommended prerequisites: mkiB11, mkiB12, mkiB13, mkiB14,

mkiB21, mkiB22, mkiB23, mkiB24 Mode of assessment: Lectures: Written examination

Module objectives:

Informatics 3 is the last module in the degree programme to focus on small-scale programming: Software Engineering 1 and 2 then move on to programming on a larger scale. The primary goal of this module is to teach students a more in-depth understanding of the methods used in procedural and object-oriented programming. To illustrate that the programming concepts students have learned do not just apply to one single programming language, Informatics 3 introduces various other languages (C, C#) that also use the same concepts. Where formal aspects are concerned, the module presents the general structure of programming languages and how they are represented in EBNF notation. While the language C# meets students at their level due to its similarity to Java, C provides them with a more advanced understanding of close-to-hardware programming. Informatics 3 therefore lays the groundwork for the Computer Graphics and IT Security modules, as students will at that point already have learned how to deal with fundamental issues such as buffer overflows and pointer problems.


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Additionally, Informatics 3 takes a more advanced and formalised look at some subjects that students have already come across, such as recursion and concurrency. It presents the various types of recursion, and in the case of concurrency, introduces the concepts of semaphore and monitors. This prepares students for the Operating Systems module. As well as this, students are introduced to new subject areas such as the basics of compiler building, hashing and balanced trees. These relate to knowledge that students have already acquired and build directly on the contents of the Theoretical Principles 2 module. The module also presents alternative programming paradigms such as declarative, functional and aspect-oriented programming with cross-cutting concerns. The methods learned in this module are applied at the appropriate points, and on a practical level, by using the various languages in the accompanying Informatics 3 practical sessions.


Be familiar with EBNF notation and its significance in the development of programming languages.

Be familiar with a range of current languages that use the concepts of procedural and object-oriented programming.

Be familiar with and able to explain the pointer concept in C and the issue of buffer overflows and pointer problems.

Be familiar with concurrency implementation in various languages, plus approaches to solving problems, such as semaphore and monitors.

Be able to name and explain various methods of parsing text files.

Be familiar with and able to explain the structures and algorithms associated with balanced trees.

Be familiar with and able to explain the concept of hashing.

Have an in-depth knowledge of the concept of recursion.

Be familiar with, able to describe and able to evaluate alternative programming paradigms to procedural and object-oriented programming, such as declarative, functional and, in particular, aspect-oriented programming.

Skills:

Be able to construct the syntax of a programming language on the basis of a given piece of EBNF notation, and vice versa.

Be able to implement (smaller-scale) programming tasks in various programming languages, including concurrency, where the programming languages are designed for different programming paradigms.

Be able to construct small-scale DOM and SAX parsers in various programming languages.

Be able to convert various recursion types to one another and reprogram them as iterative solutions.

Be able to create solutions to problems using hash tables and balanced trees.


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LO1 Generalise and compare concrete programming languages using EBNF.

Written examination

LO2 Develop their own small-scale concurrent programs, as well as identify and solve typical programs encountered in concurrent programming.

Written examination

LO3 Compare typical algorithms associated with balanced trees and implement them for the purposes of achieving solutions to problems.

Written examination

LO4

Understand the principle of hashing to a degree that allows them to explain typical hashing algorithms as well as develop and implement their own simple hashing algorithms.

Written examination

LO5 Analyse and evaluate various types of parser, as well as design and implement their own small-scale parsers.

Written examination

LO6 Identify, compare, evaluate and convert various recursion types. Convert recursive solutions into iterative ones.

Written examination

LO7 Apply the pointer concept used in C and explain how data in the memory is accessed.

Written examination

LO8 Discuss and apply various programming paradigms in relation to specific problems.

Written examination

Content: At the point when students commence the Informatics 3 module, Informatics 1 and 2 have already taught them the skills they need to perform procedural and object-oriented programming, through the application of the Java programming language, the main UML diagram types, object-oriented analysis (OOA) and object-oriented design (OOD). Ideally, they are also well versed in the theoretical principles at this point. Following an introduction to EBNF notation and its significance, students work with the programming languages they are already familiar with and learn how to represent them in the more formal EBNF format. EBNF then leads to the introduction of additional languages, such as C# and C, illustrating the significance of the EBNF metalevel [Pomberger, Dobler 2008; Balzert 2005] (LO1). The lectures in the module look at the concept of concurrency – including the issues associated with it, such as deadlocks and race conditions – as well as solutions such as semaphore and monitors from a more theoretical perspective; meanwhile, the accompanying practical sessions put concurrent programming into practice at appropriate points using the language C# [Vogt 2012] (LO2). Following on from the introduction of binary trees in Informatics 1, the module examines the structures and algorithms associated with balanced (AVL) trees, first taking a theoretical approach and then putting them into practice within applications during the accompanying practical sessions, using the language C# [Ottmann, Widmayer 2012] (LO3). Students are taught how to work with hashing on a more advanced level, building on their existing knowledge. While Informatics 2 focused on hash maps and hash tables in the context of collections from an application perspective, Informatics 3 looks at the hashing algorithms themselves [Ottmann, Widmayer 2012] (LO4).


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Building on the familiar XML format in the context of JAXB in Java, Informatics 3 also teaches students the fundamental difference between DOM parsing and event-based SAX parsing. In the accompanying practical sessions, students are given an initial insight into the basics of compiler building by writing their own small-scale parsers [Harold, Means 2004] (LO5). A similar approach is taken to the subject of recursion. Students gain a more advanced knowledge through an introduction to the various types of recursion and conversion from recursive to interative algorithms [Pomberger, Dobler 2008] (LO6). The close-to-hardware nature of the language C then introduces students to the pointer concept and its associated problems, such as buffer overflows, and there is a focus on data representation in real memory [Reese 2013, Klein 2004] (LO7). The module concludes with a look at alternative programming paradigms such as declarative programming, which prepares students for SQL in the Databases module; functional programming using the example of Haskell, F# or SML; and aspect-oriented programming using the example of AspectJ, which introduces students to cross-cutting concerns and runs through to object-oriented programming. This gives students a range of perspectives on how to find solutions to problems [Block 2011, Smolka 2011, Böhm 2005] (LO8).

Forms of media:

Teaching in seminar format with PC-based projection and slides, plus demonstration of example programs and interactive program development. The slides are made available to download at the start of the module.

Information is written on the board to guide students.

Literature:


Block-Berlitz, Marco; Neumann, Adrian (2011): Haskell-Intensivkurs. Ein kompakter Einstieg in die funktionale Programmierung. Berlin, Heidelberg: Springer Berlin Heidelberg (SpringerLink: Bücher).

Harold, Elliotte Rusty; Means, W. Scott (2004): XML in a Nutshell. [a desktop quick reference; covers XML 1.1 & XInclude]. 3rd ed. Beijing, Cologne: O'Reilly.

Klein, Tobias (2004): Buffer Overflows und Format-String-Schwachstellen. Funktionsweisen Exploits und Gegenmaßnahmen. 1st edition. Heidelberg: dpunkt-Verl.

Ottmann, Thomas; Widmayer, Peter (2012): Algorithmen und Datenstrukturen. 5th edition. Heidelberg: Spektrum Akad. Verl.

Pomberger, Gustav; Dobler, Heinz (2008): Algorithmen und Datenstrukturen. Eine systematische Einführung in die Programmierung. Munich [et al]: Pearson Studium (it Informatik).

Reese, Richard (2013): Understanding and using C pointers. [core techniques for memory management]. 1st ed. Beijing, Cologne: O'Reilly.

Smolka, Gert (2011): Programmierung - eine Einführung in die Informatik mit Standard ML. Online edition. Munich: Oldenbourg.

Vogt, Carsten (2012): Nebenläufige Programmierung. Ein Arbeitsbuch mit UNIXLinux und Java. Munich: Hanser Verlag.


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Module: Informatics 3, Practical Sessions Code: mkiB32 Subtitle: Course elements: Practical sessions Semester: Every semester Module coordinator: Prof. Marcus Schöller

Lecturer: Mr Daniel O'Grady Language: German Allocation to the curriculum: Media and Communication Informatics

(Bachelor's), compulsory subject, 3rd semester





None

Recommended prerequisites: mkiB11, mkiB12, mkiB13, mkiB14, mkiB21,

mkiB22, mkiB23, mkiB24 Mode of assessment: Practical sessions: Ungraded

Module objectives:

Informatics 3 is the last module in the degree programme to focus on small-scale programming: Software Engineering 1 and 2 then move on to programming on a larger scale. The primary goal of this module is to teach students a more in-depth understanding of the methods used in procedural and object-oriented programming. To illustrate that the programming concepts students have learned do not just apply to one single programming language, the practical sessions in Informatics 3 apply various other languages (C, C#) that also use the same concepts. Where formal aspects are concerned, the module presents the general structure of programming languages and how they are represented in EBNF notation. While the language C# meets students at their level due to its similarity to Java, C provides them with a more advanced understanding of close-to-hardware programming. Informatics 3 therefore lays the groundwork for the Computer Graphics and IT Security modules, as students will at that point already have learned how to deal with fundamental issues such as buffer overflows and pointer problems.


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Additionally, the practical sessions in Informatics 3 apply some subjects that students have already come across, such as recursion and concurrency, on a more advanced level. It implements the various types of recursion, and in the case of concurrency, applies the concepts of semaphore and monitors. This prepares students for the Operating Systems module. As well as this, students are taught to apply new subject areas such as the basics of compiler building, hashing and balanced trees. These relate to knowledge that students have already acquired and build directly on the contents of the Theoretical Principles 2 module. The module also provides students with a more in-depth insight into alternative programming paradigms, such as declarative, functional and aspect-oriented programming with cross-cutting concerns, on the basis of practical work. The methods learned in this module are applied at the appropriate points, and on a practical level, by using the various languages in the accompanying Informatics 3 practical sessions.


Be familiar with a range of current languages that use the concepts of procedural and object-oriented programming.

Be familiar with and able to explain the pointer concept in C and the issue of buffer overflows and pointer problems.

Have a more in-depth knowledge of the concept of recursion.

Be familiar with concurrency implementation in various languages, plus approaches to solving problems, such as semaphore and monitors.

Be able to name and explain various methods of parsing text files.

Be familiar with and able to explain the concept of hashing.

Be familiar with and able to explain the structures and algorithms associated with balanced trees.

Be familiar with, able to describe and able to evaluate alternative programming paradigms to procedural and object-oriented programming, such as declarative, functional and, in particular, aspect-oriented programming.

Skills:

Be able to implement (smaller-scale) programming tasks in various programming languages, including concurrency, where the programming languages are designed for different programming paradigms.

Be able to convert various recursion types to one another and reprogram them as iterative solutions.

Be able to construct small-scale DOM and SAX parsers in various programming languages.

Be able to create solutions to problems using hash tables and balanced trees.


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LO1

Develop their own small-scale concurrent programs, as well as identify and solve typical programs encountered in concurrent programming. Implement typical algorithms associated with balanced trees in order to achieve solutions to problems, understand the principle of hashing to a degree that allows them to apply typical hashing algorithms, and develop and implement their own simple hashing algorithms. Evaluate various types of parser, as well as design and implement their own small-scale parsers.


LO2

Identify, compare, evaluate and convert various recursion types. Convert recursive solutions into iterative solutions, apply the pointer concept used in C and explain how data in the memory is accessed.


LO3 Discuss and apply various programming paradigms in relation to specific problems.


Content:

At the point when students commence the Informatics 3 module, Informatics 1 and 2 have already taught them the skills they need to perform procedural and object-oriented programming, through the application of the Java programming language, the main UML diagram types, object-oriented analysis (OOA) and object-oriented design (OOD). Ideally, they are also well versed in the theoretical principles at this point. In a similar way to the Informatics 2 practical sessions, the practical sessions in this module require students to work on a single, more complex task – consisting of multiple components spanning the whole semester – in a small group of 3 to 4 students. The first part of the practical sessions takes the form of a task that is carried out in C# due to its similarity to Java, a language with which the students are already familiar. This task involves concurrent programming, confronting students with issues such as deadlocks and race conditions, and requiring them to find solutions. They must also implement data structures including balanced trees and their algorithms, as well as hashing algorithms. The task is set out in a way that requires students to both use the XML parsers integrated into C# and develop their own small-scale parser component in a proprietary data format [Vogt 2012; Ottmann, Widmayer 2012; Ottmann, Widmayer 2012; Harold, Means 2004] (LO1). The second part of the practical sessions relates to development in the language C. This focuses on various types of recursion, conversion into finite recursive algorithms, and conversion from recursive into iterative algorithms. A second element of this task is designed to enhance students' knowledge of the pointer concept used in the language and direct access to the memory, including the issue of buffer overflows [Pomberger, Dobler 2008; Reese 2013; Klein 2004] (LO2). The practical sessions conclude with a look at alternative programming paradigms such as declarative programming, which prepares students for SQL in the Databases module; functional programming using the example of Haskell, F# or SML; and aspect-oriented programming using the example of AspectJ, which introduces students to cross-cutting concerns and runs through to object-oriented programming. This gives students a range of perspectives on how to find solutions to problems [Block 2011, Smolka 2011, Böhm 2005] (LO3).


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Forms of media:

In small groups, students work through exercises on PCs and develop their own example programs.

Additional tests involving programming tasks are given in order to tests students' individual performance.


Literature:


Block-Berlitz, Marco; Neumann, Adrian (2011): Haskell-Intensivkurs. Ein kompakter Einstieg in die funktionale Programmierung. Berlin, Heidelberg: Springer Berlin Heidelberg (SpringerLink: Bücher).

Böhm, Oliver (2006): Aspektorientierte Programmierung mit AspectJ 5. Einsteigen in AspectJ und AOP. 1st edition. Heidelberg: dpunkt-Verl.

Harold, Elliotte Rusty; Means, W. Scott (2004): XML in a Nutshell. [a desktop quick reference; covers XML 1.1 & XInclude]. 3rd ed. Beijing, Cologne: O'Reilly.

Klein, Tobias (2004): Buffer Overflows und Format-String-Schwachstellen. Funktionsweisen Exploits und Gegenmaßnahmen. 1st edition. Heidelberg: dpunkt-Verl.

Ottmann, Thomas; Widmayer, Peter (2012): Algorithmen und Datenstrukturen. 5th edition. Heidelberg: Spektrum Akad. Verl.

Pomberger, Gustav; Dobler, Heinz (2008): Algorithmen und Datenstrukturen. Eine systematische Einführung in die Programmierung. Munich [et al]: Pearson Studium (it Informatik).

Reese, Richard (2013): Understanding and using C pointers. [core techniques for memory management]. 1st ed. Beijing, Cologne: O'Reilly.

Smolka, Gert (2011): Programmierung - eine Einführung in die Informatik mit Standard ML. Online edition. Munich: Oldenbourg.

Vogt, Carsten (2012): Nebenläufige Programmierung. Ein Arbeitsbuch mit UNIXLinux und Java. Munich: Hanser Verlag.


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Module: Software Engineering 1 Code: mkiB33 Subtitle: Course elements: Lectures

Practical sessions

Semester: Every semester Module coordinator: Prof. Wolfgang Keller Lecturer: Prof. Wolfgang Keller Language: German Allocation to the curriculum: Media and Communication Informatics

(Bachelor's), compulsory subject, 3rd semester





None


mkiB22, mkiB23, mkiB24,

Mode of assessment: Lectures: Written examination

Practical sessions

Module objectives: The purpose of this module is to familiarise students with the subject of software engineering. It requires them to take basic concepts and modelling concepts learned in elementary modules to a more advanced stage in the context of developing more extensive software systems, with a view to systemic modelling in a software development environment. Students must also achieve a basic understanding of the methods and procedures involved in developing larger software systems so that they are equipped for later modules in the degree programme. Another aim of the module is to make management methods in software development accessible to students from an added value perspective, as well as their functions as agents and items for use in the software development process.


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Learning outcomes:

Knowledge: Students are familiar with basic concepts, modelling principles and fundamental terminology used in software engineering. They are aware of the main features of traditional and agile methods and processes involved in software engineering; these are used to develop larger-scale systems. They are able to identify that there is a need for specific approaches to software management in extensive software projects, traditional methods and agile methods; based on this, they are able to identify that development, tasks and products must be on a manageable and planning-friendly level of complexity, and that projects must be capable of being executed economically. Specifically, students are taught the following information relating to basic concepts and modelling:

Process and design modelling

Modelling programmed systems

Behaviour models for software systems

Structure and data models for software systems

Methods and processes used in software development

Traditional and agile development processes

Requirements management

Design and development

Verification and validation

Where software development management activities are concerned, they are taught the following:

Project management

Quality management

Configuration management

Lifecycle management Skills: During exercises, students design behaviour, structure and data models, and apply their knowledge of basic concepts and modelling techniques they have learned in this module and others to a software-related context. They determine deadlocks and assess the behavioural patterns of software systems. Based on established software engineering methods, they work as a team to determine requirements and specify test cases, application cases and user stories. They evaluate requirements and test cases. Competencies:


LO1 Competent use of specialist language relating to software

engineering. Evidence of methodological skills in software

engineering, specifically where this relates to basic concepts,

modelling, methods, procedures, and management activities

in software development.

Written examination

LO2 Skills in applying software engineering methods, specifically

where this relates to basic concepts, modelling, methods

and procedures in software management and software

development.

Practical sessions


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Content:

The lectures and practical components are consistently divided into three subsections, which teach students the knowledge and skills they need to achieve certain competencies and attain the goals of the module:

Basic concepts and modelling

Software development procedures

Management activities in software engineering The basic concepts and modelling are largely based on the information provided in textbooks by Tabeling, Ludewig & Lichter, Sommerville and Balzert. Where software development procedures are concerned, practical demonstrations play a significant role, especially those relating to exercises set by Rupp. The area of management methods, meanwhile, focuses more heavily on the classic reference sources from Sommerville, Balzert, and Ludewig & Lichter.

Forms of media:

Depending on the topic being addressed, the module uses a seminar format and conventional format for the lectures, with information written on the board and presented on slides using PC-based projection. Students are given access to the lecture slides via the university's platforms.

Literature:

Balzert, Helmut (2011): Lehrbuch der Softwaretechnik Entwurf, Implementierung, Installation und Betrieb. 3rd edition. Heidelberg: Spektrum Akademischer Verlag (SpringerLink: Bücher).

Grechenig, Thomas (2010): Softwaretechnik. Mit Fallbeispielen aus realen Entwicklungsprojekten. Munich, Boston, Mass. [et al]: Pearson Studium (it Informatik).

Ludewig, Jochen; Lichter, Horst (2007): Software Engineering. Grundlagen, Menschen, Prozesse, Techniken. 1st edition. Heidelberg: Dpunkt-Verl.

Rupp, Chris; SOPHISTen, die (2014): Requirements-Engineering und -Management. Aus der Praxis von klassisch bis agil. 6th edition, updated and expanded. Munich: Hanser, Carl.Balzert (hrsg): Lehrbuch der Softwaretechnik

Tabeling, Peter (2006): Softwaresysteme und ihre Modellierung. Grundlagen, Methoden und Techniken; mit 45 Tabellen. Berlin [et al]: Springer (EXamen.press).

Siedersleben, Johannes (2003): Softwaretechnik. Praxiswissen für Software-Ingenieure. 2nd edition, revised and updated. Munich, Vienna: Hanser (Software, Design & Management).

Sommerville, Ian (2012): Software Engineering. 9th edition, updated. Munich: Pearson (Pearson Studium - IT).

Wirdemann, Ralf (2011): Scrum mit User Stories. 2nd edition, expanded. Munich: Hanser, Carl.


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Module: Operating Systems Code: mkiB34 Subtitle: Course elements: Lectures

Practical sessions Semester: Every semester Module coordinator: Prof. Frank Dopatka Lecturer: Prof. Frank Dopatka Language: German Allocation to the curriculum: Media and Communication Informatics

(Bachelor's), compulsory subject, 3rd semester Mode of teaching/semester hours per week (SWS):





mkiB22, mkiB23, mkiB24 Mode of assessment: Lectures: Written examination

Practical sessions

Module objectives: The aim of this module is to familiarise students with the tasks, basic terminology, structures and concepts associated with operating systems, working on the basis of distributed operating system families. Students are given a systemic insight into computer systems. They become familiar with and apply processes for solving problems when creating system-oriented software. This module lays the groundwork for subsequent modules including Distributed Systems, IT Security and Mobile Computing.


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Learning outcomes:

Knowledge:

Students are familiar with the organisation of a computer system.

They are familiar with the structure of an operating system and are able to classify its services.

They know the basic principles underpinning the various areas of an operating system: process management, virtual storage management, file management and persistent memory management.

They are familiar with the principles of concurrency and synchronisation between processes and threads.

Skills:

Students work in unfamiliar software environments and use a range of operating systems.

They apply CPU scheduling and memory allocation algorithms.

They program the solution to concurrency problems with the aid of synchronisation mechanisms.

They dimension systems for managing memory.

They use basic operating system-oriented commands and are able to program them using scripts.



LO1 Explain and analyse the processes that run in the background when a computer is in use.

Written examination

LO2 Select and apply the right algorithms for resource management purposes (CPU, memory, disc).

Written examination, practical sessions

LO3 Design and develop system-oriented software. Written examination, practical sessions

LO4 Work in a team in order to find solutions to complex tasks. Practical sessions

LO5 Install, configure and manage operating systems. Practical sessions

LO6 Communicate with operating systems specialists in order to achieve certain aims.

Practical sessions

Content:

The content of the module is categorised into multiple areas. Each area explains the relevant tasks of an operating system (LO1) and the algorithms involved in finding solutions to the tasks (LO2). Students acquire their skills through practical application of the algorithms in the form of exercises or system-oriented software (LO3), which may be developed and tested in a laboratory. They work in teams during the practical activities (LO4). The main reference source is [Silberschatz]. During the practical work, students use additional tasks taken from [Tanenbaum]. The following content is addressed during the module:

Principles, general concepts such as the process, memory, input/output, file, architecture models including layers, kernel, microkernel, object orientation and communication models; tasks, concepts structures and architectures of local, network and distributed operating systems; hardware/software interface (CPU, motherboard, peripherals).


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Process management, concurrency and cooperation of sequential and distributed processes; coordination, synchronisation and communication problems and mechanisms; demonstration of typical processes involving Petri nets.

Real and virtual memory management.

Organisation of persistent memory.

File management.

Special aspects such as administration, security and fault tolerance.

Operating systems for various applications, including computer networks (network operating systems, distributed operating systems), embedded systems (such as real-time embedded systems) and mobile systems.

Actual operating systems such as Unix, Linux and Windows (16-bit and 32-bit) are selected, investigated and compared with respect to their development, concepts, structures and architectures, roles in the realm of operating systems, and opportunities and limitations associated with using them (LO5, LO6).

Forms of media: Lectures are conducted in a seminar format. Based on slide notes, the concepts, structures and algorithms are illustrated on the board and put into practice using integrated exercises. References to textbook chapters are made as appropriate for the notes. The material is made available on the e-learning platform in advance. Tasks are also performed in the laboratory; instructions in the form of tutorials and programmable exercises are provided for this purpose.

Literature:

Silberschatz, Abraham; Galvin, Peter B.; Gagne, Greg (2010): Operating system concepts with Java. 8th ed. Hoboken, NJ: John Wiley & Sons.

Tanenbaum, Andrew S. (2009): Modern operating systems. 3rd ed., Pearson Internat. Ed. Upper Saddle River, NJ: Pearson Prentice-Hall.


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Module: Internetworking Code: mkiB35 Subtitle: Networks and Protocols Course elements: Lectures

Practical sessions Semester: Every semester Module coordinator: Prof. Marcus Schöller Lecturer: Prof. Frank Dopatka /

Prof. Marcus Schöller Language: German, English Allocation to the curriculum: Media and Communication Informatics



Total hours: Contact time 60 hours Independent study 90 hours Credits:

5 ECTS

Prerequisites in accordance with examination regulations (StuPro):

None


Practical sessions

Module objectives:

This module equips students with knowledge about the Internet's infrastructure and communication protocols. Students have already gained an initial insight into programming web applications in the Informatics 2 module. This is used as a basis for discussing the main Internet protocols on all layers and classifying them within the ISO/OSI reference model. At the same time, students are introduced to the hardware that is used in this context, all the way through to Ethernet wiring. This module lays the foundations for subsequent modules, including Distributed Systems and IT Security in the 4th semester of the degree programme, as well as Mobile Computing and Cloud Computing in the 6th semester.


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Learning outcomes:

Knowledge:

Be able to name the layers and tasks of the ISO/OSI reference model, as well as the TCP/IP model.

Be able to name typical Internet protocols (such as HTTP, FTP, SMTP, SNTP, DNS, TCP, UDP, IP, ICMP, DHCP, ARP, CSMA/CD, CSMA/CA, TDMA, Ethernet and WLAN), be able to describe their functions and protocol headers, and be able to categorise protocols into the reference model layers.

Be able to explain the stop-and-wait algorithm and the sliding window algorithm.

Be able to describe overload control methods in TCP.

Be familiar with various types of framing (byte count method, sentinel method).

Be able to name and describe basic terminology and processes associated with error detection (Hamming distance, parities, CRC).

Be able to reproduce modulation types and typical coding methods (such as NRZ, NRZI and Manchester).

Be familiar with performance parameters for networks.

Be able to name typical transfer modes, network topologies and their properties. Be able to specify the hardware involved in an Internet infrastructure (such as routers, switches and hubs) and describe how it works.

Be able to explain the hidden node problem and potential solutions (MACA and MACAW).

Skills:

Be able to structure communication in multi-tier architectures, from the database server, to the application and web server, all the way through to the client.

Be able to structure home and intranet computer connections to the Internet.

Be able to program socket connections and simple client-server applications in Java.

Be able to calculate examples of distance vector routing, link state routing and the spanning tree algorithm on the basis of a graph.

Be able to outline routing between various subnets and calculate Ethernet subnetwork masks.

Be able to log and evaluate Internet communication using a sniffer. Competencies: After completing this module, students will be able to do the following:


LO1

Analyse known and new protocols and network technology, and categorise them within the ISO/OSI and TCP/IP reference models. As a result, collect and interpret data packets. Understand the tasks of typical protocols at application level to such an extent that they are able to contextualise and evaluate the functions of other protocols. Design and evaluate simple infrastructures.

Written examination

LO2

Evaluate the applications to which TCP or UDP is better suited. Discuss the properties and algorithms associated with protocols, and implement their own small-scale applications using socket programming.

Written examination


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LO3

Understand typical network layer protocols and their tasks, and evaluate the applications associated with them. Design and calculate subnetworks. Use routers and apply various routing protocols based on examples.

Written examination

LO4

Be familiar with and apply typical processes and parameters for enclosing the payload in frames. Discuss the meaning of framing and describe the hardware associated with it.

Written examination

LO5

Discuss the conversion of data (frames) into electronic signals and vice versa, and discuss commonly used transfer modes and network topologies, plus the properties and problems associated with them.

Written examination

Content: This module picks up at the point where students left off in Informatics 2 and Informatics 3, in which they gained their first experience of programming web applications. Starting from the application layer and working all the way through to management level, it presents and analyses typical Internet protocols, algorithms, processes and hardware. The first stage involves presenting the TCP/IP and ISO/OSI reference model [Stein 2004] as well as typical application layer protocols, such as HTTP, FTP, SMTP, SNTP and DNS [Kurose, Ross 2012]. In this context, students are shown the Wireshark sniffing software [Wireshark 2013] and intercept their first examples of HTTP and FTP data between a server and a client. With the students' participation, typical network structures such as 3-tier and 4-tier architectures are developed and a typical home network with DSL and WLAN routers is structured (LO1). Students are then shown the TCP and UDP protocols, plus the differences between them. In this context, the module explains the three-way handshake, stop-and-wait transmission, and the sliding window algorithm, as well as TCP overload control [Tanenbaum 2003]. Socket programming is presented in Java in order to demonstrate practical applications [Calvert, Donahoo 2008] (LO2). On the next-lowest protocol layer, the module presents IP, ICMP, DHCP and ARP, and analyses them using Wireshark. This involves a description of routers as hardware, the formation of subnetworks, plus distance vector routing, link state routing and the spanning tree algorithm as routing methods [Tanenbaum 2003] (LO3). The module also looks at Ethernet frames, types of framing as well as basic error detection terminology and methods on the bit transmission layer, the data link layer and the Ethernet layer [Tanenbaum 2003]. It presents switches and hubs as types of hardware that can be used in this context, and demonstrates how they work [Kurose, Ross 2012] (LO4). Where transmitting data between various devices is concerned, the module discusses the main transmission methods and network topologies, along with their properties and basic modulation and coding methods [Stein 2004]. Additionally, performance parameters are defined for networks and calculated using typical examples [Tanenbaum 2003]. Finally, the module takes a brief look at wireless transmission using WLAN, the standards associated with this, and the hidden node problem plus its potential solutions [Tanenbaum 2003] (LO5).


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Forms of media:

Teaching in seminar format with PC-based projection and slides, plus demonstration of analysing data sent via a network. The slides are made available to download at the start of the module.

Information is written on the board to help students gain an understanding of communication via a network.

Literature:

Calvert, Kenneth L.; Donahoo, Michael J. (2008): TCPIP sockets in Java. Practical guide for programmers. 2nd ed. Amsterdam, Heidelberg: Morgan Kaufmann (The Morgan Kaufmann Practical Guides Series).

Kurose, James F.; Ross, Keith W. (2012): Computernetzwerke. Der Top-Down-Ansatz. 5th edition, updated. Munich: Pearson (Always Learning).

Peterson, Larry L.; Davie, Bruce S. (2000): Computernetze. Ein modernes Lehrbuch. 1st edition. Heidelberg: Dpunkt-Verl.

Tanenbaum, Andrew S. (2003): Computernetzwerke. 4th edition, revised. Munich: Pearson (Pearson Studium).

Stein, Erich (2004): Taschenbuch Rechnernetze und Internet. Mit … 105 Tabellen. 2nd edition, revised. Munich: Fachbuchverlag Leipzig.

WireShark Network Sniffer: <http://www.wireshark.org/>


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Module: Video Code: mkiB36 Subtitle: Course elements: Lectures

Practical sessions

Semester: Every semester Module coordinator: Prof. Boris Terpinc Lecturer: Prof. Boris Terpinc Language: German Allocation to the curriculum: Media and Communication Informatics





Passes in mkiB15, mkiB16, mkiB26

Recommended prerequisites: None Mode of assessment: Lectures: Private study projects


Module objectives:

The Video module builds on the material taught in the Graphics, Photography and Audio modules. It advances students' knowledge in a seminar format. How is the content of films created, and what technology and methods are used to shoot films? An introduction spanning the history of film technology, right up to today's image and sound recording technology used for video and film, provides an initial answer to this question from a technical perspective. The work that authors, performers and directors carry out on the content of a film, and the teamwork involved in shooting it, introduce students to the practical side of the media and communication industry. Exercises relating to film editing as well as sound and image recording form the basis for practical sessions. Students then bring a short film to life on the basis of specific content requirements. The aim is for them to create a film as an independent team with specific roles working together: scripting and script direction, image recording, sound recording, lighting, editing, sound mixing, recording direction and final editing (captions, colour correction).


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Learning outcomes:

Knowledge:

Students learn the basics of camera, sound and lighting techniques, and digital editing programs.

They are familiar with audio/video picture formats and data transfer for these.

They develop their own ideas for films and bring these to life in short dramatic films.

They conduct all the stages involved in film production.

They know the rules governing teamwork, division of tasks and leading a team.

They are able to use the basic functions of audiovisual design tools.

They are familiar with labour and safety-related guidelines and measures.

They are familiar with the basic terminology associated with journalistic writing. Skills: Students conduct research on a particular topic and develop an idea for a film on this basis (preliminary fact-finding). Additional research is then conducted in order to create a screenplay and, later, a storyboard (depending on the genre). As they are creating the screenplay, they learn technical skills: film editing, camera work, film and sound recording, lighting design, sound mixing, captioning and finishing elements for the relevant viewer formats. Teamwork is at the heart of the students' training. Throughout the seminar, lecturers and assistants provide support during all the steps being carried out by each of the teams. Students within a team may choose to take on primary responsibility for different roles, such as concept, direction, camera, sound, editing or recording direction. Each team has at least 4 members. For private study purposes, students look at a particular aspect of video production in depth, with a specified format and target group of a journalistic genre. Competencies: After completing this module, students will be able to do the following:


LO1 Develop a film concept from preliminary fact-finding to storyboarding.

Private study projects

LO2 Execute professional film recording techniques relating to image, sound and editing.


LO3 Differentiate between design media and journalistic media. Private study projects

LO4 Distinguish between various pieces of technical equipment and recording techniques.

Artifact

LO5 Evaluate and apply recording and processing formats for images and sound, using various technical standards.

Artifact

LO6 Apply their acquired knowledge independently to a video production, and organise this process in a team setting.

Artifact

LO7 Write a journalistic article on video production or on a specific technical or content-related aspect.



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Content:

Students learn the theoretical principles behind video and film production. With this in mind, the module focuses on three main areas. a) Composition: Researching content and visual aspects, preliminary fact-finding, treatment, scripting and storyboarding (LO1) as the basics of content in film design. Image composition and visual (scenic) resolution (LO2) as tools used in film narrative, dramatic composition and film concepts (LO3). b) Techniques: The history of film and camera technology helps students understand the image and sound recording techniques used in the film and video industry (LE4). Video editing opens up the question of how and why film works in the way it does. The basic subjects addressed are cameras, lighting techniques, sound recording techniques and sound mixing (LO5). Captioning and colour correction represent the finishing stages in the video production process. c) Responsibility: Organisation, planning and reflection. By working with people in front of and behind the camera, students learn how to lead a team, work in a team (LO6) and direct performers in front of the camera. The subject of journalistic writing (LO7) considers writing techniques and basic tools for writing articles, based on press law and copyright law. The area of personality rights leads into a discussion of journalistic, legal and ethical questions relating to film as a medium. The practical sessions start with film editing exercises. After training students in video techniques, they move on to exercises involving image and sound recording. To round off the introduction to the technical aspects, students are shown the basics of lighting design. The aim is to create a short film that requires students to be creative and inventive. They create they film under their own initiative, devising the content and technical aspects themselves. The films are created over the course of one semester. This practical work also gives individual students scope to focus on specific areas, whether these relate to editing, camera work, sound recording, organisation and management, or content work (research and scripting).

Forms of media: Lectures with audiovisual examples and accompanying practical sessions. During the practical sessions, students work on exercises and video projects in groups and set teams. In the process, they receive support from visiting lecturers and assistants from the film industry. All the necessary technical equipment – such as video cameras, sound recording apparatus, microphones, film lighting and system cameras – is provided as teaching material, ensuring that students are given a professional foundation for learning. The video technology is provided in standard high-definition formats (HDTV), with state-of-the-art memory card technology. Students are also given access to sound mixing desks for exterior shoots and microphones for original sound in film recordings, as well as film lighting for interior and exterior shoots. The media laboratories consist of 10 individual cutting rooms with digital editing programs, a TV studio for building shots and studio recordings using blue box technology and professional studio lighting (ARRI), and a sound studio for music and voice recordings as well as film sound mixing.


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Literature:

Cioffi, Frank (2006): Kreatives Schreiben für Studenten & Professoren. Ein praktisches Manifest. First German edition. Berlin: Autorenhaus-Verl.

Dunker, Achim (2008): "Die chinesische Sonne scheint immer von unten". Licht- und Schattengestaltung im Film. 5th edition, revised. Konstanz: UVK-Verl.-Ges (Praxis Film, Bd. 47).

Eick, Dennis (2005): Exposee, Treatment und Konzept. Konstanz: UVK (Praxis Film, 26).

Hoffmann-Walbeck, Thomas; Zimmermann, Gottfried; Hedler, Marko; Homann, Jan-Peter; Henka, Alexander; Riegel, Sebastian et al. (2013): Standards in der Medienproduktion. Berlin, Heidelberg: Springer Vieweg (X.media.press).

Kandorfer, Pierre (2010): Das Lehrbuch der Filmgestaltung. Theoretisch-technische Grundlagen der Filmkunde. 7th edition, revised. Berlin: Schiele & Schön.

Katz, Steven D. (2010): Die richtige Einstellung. Shot by shot; zur Bildsprache des Films; das Handbuch. Dt. Erstausg., 6. Aufl. Frankfurt am Main: Zweitausendeins.

Reil, Andreas A. (2001): Lexikon Film, TV, Fernsehen, Video & Internet. [3000 Begriffe verständlich erklärt]. 4th edition. Wesseling: Reil (Media-Handbücher).

Schneider, Wolf (2013): Deutsch! Das Handbuch für attraktive Texte. 5th edition. Reinbek bei Hamburg: Rowohlt-Taschenbuch-Verl (rororo, 61993: Sachbuch).

Vogel, Andreas (c2012): Handbuch HD-Produktion 2013. Transfer Media. [revised and updated]. Berlin: Schiele & Schön.


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Module: Database Systems Code: mkiB41 Subtitle: Course elements: Lectures Semester: Every semester Module coordinator: Prof. Peter Hertkorn Lecturer: Prof. Peter Hertkorn Language: German Allocation to the curriculum: Media and Communication

Informatics (Bachelor's), compulsory subject, 4th semester


Lectures 4 SWS



None


mkiB31, mkiB32 Mode of assessment: Lectures: Written examination

Module objectives: Students acquire knowledge of how database systems and various database technologies work. They understand the underlying principles, methods and techniques, and are able to put the theoretical knowledge they have learned into practice. Passing this module should ensure that, as students continue in their studies, they are able to design a database using a systematic approach, weigh up modelling decisions, as well as construct and use databases with the assistance of database and programming languages.

Learning outcomes:

Knowledge:

Be able to explain the tasks and goals associated with a database system.

Be able to demonstrate the architecture of database systems.

Be able to describe the stages in designing a database.

Be familiar with various data models and be able to explain the differences between them.


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Be familiar with methods of modelling real-world contexts.

Be familiar with methods of mapping a semantic data model to a relational model.

Be able to explain the causes of data anomalies and be familiar with techniques for preventing them.

Be familiar with the concepts and elements of database languages.

Be able to explain the basic properties of transactions.

Be able to illustrate problems caused by concurrency and be familiar with techniques for avoiding them.

Be familiar with methods of accessing a database from an application program.

Be able to explain the properties of object-relational databases.

Be familiar with methods of storing semi-structured data.

Be able to describe the concepts underpinning more recent developments, such as NoSQL databases, and explain how they differ from relational database systems.

Skills: Students analyse the requirements for a specific problem and create a semantic data model on this basis. They derive a relational model from the semantic data model. Students are able to assess the quality of the relational model and apply techniques for preventing data anomalies. They create and modify relational database schemas using database languages, and formulate queries for databases as well as modifications to databases. They apply various methods of managing concurrent transactions. They create database schemas and queries for object-relational databases, as well as queries for semi-structured data on the basis of XML extensions to the relational model. Competencies: After completing this module, students will be able to do the following:


LO1 Apply various methods for the systematic design of databases. Written examination

LO2 Evaluate modelling alternatives when creating databases. Written examination

LO3 Create databases for various data models using database languages.

Written examination

LO4 Formulate database queries for specific requirements. Written examination

LO5 Evaluate alternative options for database queries and assess them with regard to performance.

Written examination

LO6 Analyse transactions with regard to concurrency problems and apply suitable methods of multi-user synchronisation.

Written examination

LO7 Evaluate and grasp current developments in database systems. Written examination

Content:

The lectures in this module introduce students to this subject by explaining how database systems are used, and explaining the basic architecture model that underpins them. It systematically works through the individual stages of designing a database on the basis of a case study (LO1). The entity relationship model is used for semantic data modelling purposes (LO1, LO2). The module deals with the theory and the practical design rules associated with the relational model (LO1, LO2). The data manipulation and definition


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language SQL is used to create database schemas and develop database queries (LO3–5). Transaction concepts and synchronisation mechanisms are explored in order to help students understand database functions (LO6). In addition to classic relational databases, the module considers object-relational databases and XML extensions for the relational model (LO3, LO4). It also compares more recent developments – such as NoSQL databases – and their properties with those of relational database systems (LO7). It shows students how to access databases from within an application, using examples of programs to explain this.

Forms of media: The teaching material consists of slide notes presented in electronic format, exercise sheets and examples of programs. Teaching in seminar format with information written on the board, PC-based projection and presentation slides with illustrative examples of theoretical content, plus demonstration of example programs and interactive program development.

Literature:

Beaulieu, Alan (2009): Learning SQL. 2nd ed (online). Sebastopol: O'Reilly Media (EBL-Schweitzer).

Connolly, Thomas (2015): Database Systems: A Practical Approach to Design. 6th edition. Harlow: Pearson Education Limited.

Date, Chris J. (2004): An introduction to database systems. 8th ed., internat. ed. Boston, München: Pearson Addison Wesley.

Elmasri, Ramez; Navathe, Sham (2010): Fundamentals of database systems. 6th ed. Upper Saddle River, N.J., Harlow: Pearson Education.

Garcia-Molina, Hector; Ullman, Jeffrey D.; Widom, Jennifer (2009): Database systems. The complete book. 2nd ed., internat. ed. Upper Saddle River, NJ: Pearson Prentice Hall.

Kemper, Alfons; Eickler, André (2013): Datenbanksysteme. Eine Einführung. 9th edition, expanded and updated. Munich: Oldenbourg.

Kemper, Alfons; Wimmer, Martin (2012): Übungsbuch Datenbanksysteme. 3rd edition, updated and expanded. Munich: Oldenbourg.

Saake, Gunter; Sattler, Kai-Uwe; Heuer, Andreas (2013): Datenbanken. Konzepte und Sprachen. 5th edition. Heidelberg, Munich, Landsberg, Frechen, Hamburg: mitp.

Sadalage, Pramod J.; Fowler, Martin (2012, c2013): NoSQL distilled. A brief guide to the emerging world of polyglot persistence. Upper Saddle River, NJ: Addison-Wesley. Available online at http://proquest.tech.safaribooksonline.de/9780133036138.

Vonhoegen, Helmut (2013): Einstieg in XML. Grundlagen Praxis Referenz; [für Anwendungsentwicklung und E-Publishing; Transformation Formatierung; Schnittstellen; XML Schema DTD XSLT CSS XSL XPath DOM SAX SOAP XQuery; XForms HTML5 EPUB]. 7th edition, updated and expanded. Bonn: Galileo Press (Galileo Computing).

Vossen, Gottfried (2008): Datenmodelle, Datenbanksprachen und Datenbankmanagementsysteme. 5th edition, revised and expanded. Munich, Vienna: Oldenbourg.


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Module: Database Systems, Practical Sessions Code: mkiB42 Subtitle: Course elements: Practical sessions Semester: Every semester Module coordinator: Prof. Peter Hertkorn

Lecturer: Prof. Peter Hertkorn Language: German Allocation to the curriculum: Media and Communication Informatics

(Bachelor's), compulsory subject, 4th semester Mode of teaching/semester hours per week (SWS):

Lectures 2 SWS



None


mkiB32 Mode of assessment: Practical sessions

Module objectives: Students acquire knowledge of how database systems and various database technologies work. They understand the underlying principles, methods and techniques, and are able to put the theoretical knowledge they have learned into practice. Passing this module should ensure that, as students continue in their studies, they are able to design a database using a systematic approach, weigh up modelling decisions, as well as construct and use databases with the assistance of database and programming languages.

Learning outcomes:

Knowledge:

Be able to explain the types of requirements to which a database system is subject.

Be able to describe the stages in designing a database.

Be familiar with various data models and be able to explain the differences between them.

Be familiar with methods of modelling real-world contexts.

Be familiar with methods of mapping a semantic data model to a relational model.


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Be able to explain the causes of data anomalies and be familiar with techniques for preventing them.

Be familiar with the concepts and elements of database languages.

Be able to illustrate problems caused by concurrency and be familiar with techniques for avoiding them.

Be familiar with methods of accessing a database from an application program.

Be familiar with extensions to the object-relational model.

Be able to explain methods of mapping semi-structured data.

Be able to describe the concepts underpinning more recent developments, such as NoSQL databases, and explain how they differ from relational database systems.

Skills: Students formulate requirements for a database system and create a semantic data model on this basis. They then derive a relational model from the semantic data model and apply normalisation techniques. They create and modify relational database schemas using database languages, and formulate queries for databases as well as modifications to databases. They analyse the queries to determine how well they are performing and apply a range of optimisation methods. They use various methods of controlling concurrent transactions. They develop solutions for creating access to the database from an application program. They create queries for semi-structured data on the basis of XML extensions to the relational model. They formulate queries for NoSQL databases and access them from application programs. Competencies: After completing this module, students will be able to do the following:


LO1 Systematically design a database by following the various stages involved in database design.

Artifact

LO2 Create databases using SQL and formulate queries for them. Artifact

LO3 Analyse SQL queries and optimise their performance. Artifact

LO4 Evaluate transactions with regard to concurrency problems and apply methods of multi-user synchronisation.

Artifact

LO5 Create access to databases from an application program. Artifact

LO6 Use professional tools for designing, structuring and using databases.

Artifact

LO7 Assess the problems and limitations associated with database development.

Artifact

Content: In this practical module, students apply the knowledge they have acquired in lectures to independent work in which they create solutions to exercises as well as solutions for creating and using databases. Starting from a task description, they design a database by following the stages involved in database design and using suitable tools. This takes place in small exercise units (LO1, LO6). When considering problems, they look at a range of alternatives and compare them with one another (LO7). The processes involved in creating the database schema and developing queries are interactive and script-based. They use suitable tools and work on the basis of a standard database system (LO2, LO6). This requires students to analyse various ways of optimising queries and evaluate them with regard to their runtime (LO3). In order to illustrate the problems associated with concurrent queries, students examine concurrent transactions in multi-user operation at various isolation


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levels (LO4). The differences that arise when storing semi-structured data and multi-structured data are illustrated using XML extensions to the relational model and NoSQL databases. Using development environments, students develop solutions for the purpose of accessing databases from an application program (LO5, LO6).

Forms of media: Students work through exercises relating to the subject of database systems either individually or in groups. Students develop models and programs using tools. They are supervised by the lecturer. They are required to complete a more extensive piece of work for the semester over several weeks, with the intention of introducing them to bigger tasks.

Literature:

Beaulieu, Alan (2009): Learning SQL. 2nd ed (online). Sebastopol: O'Reilly Media (EBL-Schweitzer).

Connolly, Thomas (2015): Database Systems: A Practical Approach to Design. 6th edition. Harlow: Pearson Education Limited.

Date, Chris J. (2004): An introduction to database systems. 8th ed., internat. ed. Boston, München: Pearson Addison Wesley.

Elmasri, Ramez; Navathe, Sham (2010): Fundamentals of database systems. 6th ed. Upper Saddle River, N.J., Harlow: Pearson Education.

Garcia-Molina, Hector; Ullman, Jeffrey D.; Widom, Jennifer (2009): Database systems. The complete book. 2nd ed., internat. ed. Upper Saddle River, NJ: Pearson Prentice Hall.

Kemper, Alfons; Eickler, André (2013): Datenbanksysteme. Eine Einführung. 9th edition, expanded and updated. Munich: Oldenbourg.

Kemper, Alfons; Wimmer, Martin (2012): Übungsbuch Datenbanksysteme. 3rd edition, updated and expanded. Munich: Oldenbourg.

Saake, Gunter; Sattler, Kai-Uwe; Heuer, Andreas (2013): Datenbanken. Konzepte und Sprachen. 5th edition. Heidelberg, Munich, Landsberg, Frechen, Hamburg: mitp.

Sadalage, Pramod J.; Fowler, Martin (2012, c2013): NoSQL distilled. A brief guide to the emerging world of polyglot persistence. Upper Saddle River, NJ: Addison-Wesley. Available online at http://proquest.tech.safaribooksonline.de/9780133036138.

Vonhoegen, Helmut (2013): Einstieg in XML. Grundlagen Praxis Referenz; [für Anwendungsentwicklung und E-Publishing; Transformation Formatierung; Schnittstellen; XML Schema DTD XSLT CSS XSL XPath DOM SAX SOAP XQuery; XForms HTML5 EPUB]. 7th edition, updated and expanded. Bonn: Galileo Press (Galileo Computing).

Vossen, Gottfried (2008): Datenmodelle, Datenbanksprachen und Datenbankmanagementsysteme. 5th edition, revised and expanded. Munich, Vienna: Oldenbourg.


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Module: Software Engineering 2 Code: mkiB43 Subtitle: Course elements: Lectures

Practical sessions Semester: Every semester Module coordinator: Prof. Peter Hertkorn Lecturer: Prof. Peter Hertkorn Language: German Allocation to the curriculum: Media and Communication Informatics

(Bachelor's), compulsory subject, 4th semester





None

Recommended prerequisites: mkiB31, mkiB32, mkiB33 Mode of assessment: Lectures: Written examination

Practical sessions

Module objectives:

In this module, students acquire knowledge of analysing and designing software systems. They understand the underlying principles, methods and techniques, and are able to put the theoretical knowledge they have learned into practice. Building on Software Engineering 1, students gain a more advanced knowledge of modelling and apply it when designing software systems. Passing this module should ensure that, as students continue in their studies, they are familiar with the building blocks of software architectures, understand architectural principles, are able to apply architecture and design patterns, and are able to use model-driven software development methods.


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Learning outcomes:

Knowledge:

Be familiar with the concepts and methods involved in modelling software systems.

Be able to describe analysis patterns.

Be able to illustrate a range of perspectives relating to software architectures.

Be familiar with the building blocks of software architectures.

Be able to explain architectural principles.

Be able to describe architecture patterns.

Be able to illustrate the factors that affect software architecture.

Be able to describe design patterns.

Be familiar with methods of model-driven software development.

Be familiar with elements of domain-specific languages. Skills: Students analyse problems and apply the methods they have learned to modelling and design. They use proven concepts and approaches in the form of analysis, architecture and design patterns to develop their own solutions. They compare different solutions and show their advantages and disadvantages. They apply model-driven software development methods and create domain-specific languages using appropriate tools. Competencies: After completing this module, students will be able to do the following:


LO1 Apply various methods to modelling and designing software systems.

Written examination, artifact

LO2 Evaluate alternatives when modelling and designing software systems.


LO3 Analyse and evaluate various software architectures. Written examination, artifact

LO4 Analyse model-driven software development processes and evaluate their benefits and drawbacks.


LO5 Use professional tools for modelling and designing software systems.

Artifact

LO6 Assess problems and limitations when modelling and designing software systems.

Artifact

LO7 Evaluate and grasp current developments in software engineering.

Artifact

Content:

The lectures in this module take a more in-depth look at the knowledge of modelling that students acquired in Software Engineering 1, and take a more advanced approach to using modelling languages in the context of model-driven software development (LO1). Various alternatives to modelling and proven approaches such as analysis patterns are discussed (LO2). Where software system design is concerned, the module examines a range of perspectives relating to software architecture, principles of architecture design, the building blocks of architectures, and topics spanning a range of subject areas (LO3). Component models are used as illustrative examples of structures made up of manageable


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units. Proven solutions in the form of architecture and design patterns are discussed in detail (LO1, LO2). Additionally, students are made familiar with techniques that they can use to generate working software automatically on the basis of formal models (LO4). During the practical sessions, students apply the knowledge they have acquired in lectures to independent work in which they create solutions to exercises and create programs. Appropriate tools are used for creating models and programs (LO5). When considering problems, they look at a range of alternatives and compare them with one another (LO6). They also research scientific literature on the subject and work independently to consolidate their knowledge of the lecture contents (LO7).

Forms of media:

The teaching material consists of slide notes presented in electronic format, exercise sheets and examples of programs. The module consists of lectures plus accompanying practical sessions. Teaching in seminar format with information written on the board, PC-based projection and presentation slides with illustrative examples of theoretical content, plus demonstration of example programs and interactive program development. Students work through exercises relating to the subject of software engineering either individually or in groups, and develop models and programs using tools. They are supervised by the lecturer.

Literature:

Balzert, Helmut (2011): Lehrbuch der Softwaretechnik Entwurf, Implementierung, Installation und Betrieb. 3rd edition. Heidelberg: Spektrum Akademischer Verlag (SpringerLink: Bücher).

Brügge, Bernd; Dutoit, Allen Henry (2014): Object-oriented software engineering. Using UML patterns and Java. 3rd ed., international ed. Harlow, Essex: Pearson.

Fowler, Martin (2010 [erschienen] 2011): Domain-specific languages. 1st print. Upper Saddle River, NJ, Munich: Addison-Wesley (A Martin Fowler Signature Book).

Goll, Joachim; Dausmann, Manfred (2013): Architektur- und Entwurfsmuster der Softwaretechnik. Mit lauffähigen Beispielen in Java. Wiesbaden: Springer Vieweg (SpringerLink: Bücher).

Larman, Craig (2005): Applying UML and patterns. An introduction to object-oriented analysis and design and iterative development. 3rd ed. Upper Saddle River, NJ, [Munich]: Prentice Hall; Markt + Technik.

Metsker, Steven John; Wake, William C. (2006): Design patterns in Java. Upper Saddle River, NJ, Munich: Addison-Wesley (The Software Patterns Series).

Oestereich, Bernd; Scheithauer, Axel (2013): Analyse und Design mit der UML 2.5. Objektorientierte Softwareentwicklung; [inkl. Poster mit UML-Notationsübersicht]. 11th edition, fully revised and updated. Munich: Oldenbourg.

Stahl, Thomas (2007): Modellgetriebene Softwareentwicklung. Techniken Engineering Management. 2nd edition, updated and expanded. Heidelberg: dpunkt-Verl.

Starke, Gernot (2014): Effektive Softwarearchitekturen. Ein praktischer Leitfaden. 6th edition, revised. Munich: Hanser.

Vogel, Oliver; Arnold, Ingo; Chughtai, Arif; Ihler, Edmund; Kehrer, Timo; Mehlig, Uwe; Zdun, Uwe (2009): Software-Architektur. Grundlagen — Konzepte — Praxis. 2nd edition. Heidelberg: Spektrum Akademischer Verlag (SpringerLink: Bücher).

Völter, Markus (2013): DSL engineering. Designing implementing and using domain-specific languages. [S.l.]: CreateSpace Independent Publishing Platform.

Winter, Mario (2005): Methodische objektorientierte Softwareentwicklung. Eine Integration klassischer und moderner Entwicklungskonzepte. 1st edition. Heidelberg: dpunkt-Verl.


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Module: Distributed Systems Code: mkiB44 Subtitle: Course elements: Lectures

Practical sessions Semester: Every semester Module coordinator: Prof. Natividad Martinez Lecturer: Prof. Natividad Martinez Language: German, English Allocation to the curriculum: Media and Communication Informatics






None

Recommended prerequisites: mkiB31, mkiB32, mkiB33, mkiB34, mkiB35 Mode of assessment: Lectures and practical sessions:

Continuous assessment

Module objectives:

Students acquire knowledge of systems and architectures for using distributed computer resources. They are able to program distributed applications and have knowledge of basic distributed algorithms. Additionally, they are aware of the advantages and disadvantages of technologies used for creating distributed applications, and are able to explain them. They are able to select an appropriate distributed technology for a given problem. There is a particular focus on web technologies. Students learn how to design and program web applications, and apply prototypes of them in a project. This module combines a large number of skills and competencies that students have already learned in other modules: developing software, programming software, and using systemic aspects of operating systems, databases and internetworking to create an entire end-to-end system. It forms the basis for the later modules entitled Mobile Computing and Cloud Computing.


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Learning outcomes:

Knowledge: Students are familiar with the properties and structure of a distributed system. They are familiar with typical middleware architecture, the remote method invocation paradigm, and how to implement remote method invocations. Students identify the properties of component-based distributed architectures based on examples of company-based distributed architectures. Students are aware of the principle of service-oriented architecture (SOA) based on a web services example, and are able to classify it on the basis of REST architectures and SOAP-based web services. Additionally, students are aware of the main technologies used for designing the client side and server side of a web application. Skills: Students model a distributed system and put it into operation using Java RMI middleware. To do this, they use basic communication mechanisms and patterns. They divide a company web application into processes and entities in order to fulfil the specified requirements. They develop company web applications in a multi-layer architecture and incorporate straightforward methods of accessing databases into these. They design web services and assess which type (REST or SOAP) is most suitable. They apply conventional information display and web programming technologies. In doing so, they are able to identify aspects relating to security, data protection, efficiency and usability. Competencies:

After completing this module, students will be able to do the following:


LO1 Analyse and evaluate various distributed architectures.

Written examination

LO2 Develop proposals for solutions to example scenarios based on the distributed technologies they have become familiar with.

Practical sessions

LO3 Design a complete web-based distributed system with certain requirements and basic conditions taken into account.

Project work

LO4 Work in a team in order to find solutions to complex tasks. Project work

LO5 Use state-of-the-art development environments and tools. Project work

LO6 Research and evaluate information about current developments in distributed systems, and communicate it on a scientific level.

Report

LO7 Capably present and discuss subject areas relating to the discipline of distributed systems, using specialist language.

Presentation


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Content:

The Distributed Systems module combines many of the programming, software development and database-related skills that students have already acquired. The content is designed to cover an extremely wide scope and maintains a focus on applications. For this reason, a continuous assessment format has been chosen, allowing students' progress to be tracked using various artifacts. The module is divided into four areas. A theory-based introduction is provided for each area; a brief certification process is used to test students' understanding of this (LO1), together with exercises (LO2) that the students work through either alone or in groups. This is followed by practical laboratory tasks (LO5) that are carried out in groups and combined as a project (LO3, LO4). The second half of the module requires students to prepare an assignment on a current topic within the discipline (LO6) and present their findings (LO7). The subject areas are:

1. Principles and architectures of distributed systems; middleware for distributed systems and the Remote Method Invocation (RMI) [Coulouris].

2. Web programming: client-side versus server-side programming [Sebesta]. 3. Service-oriented architectures and web services: properties and comparison of REST

and SOAP architectures [Kalin]. 4. Distributed, component-based platforms for company applications [Wetherbee].

Forms of media:

The forms of media differ according to the content and the competencies. Some subject areas use conventional slide notes that are projected and may then explained, illustrated and expanded upon using the board. Either individually or in groups, students work on and present topics in a seminar format, using selected reference sources. The module consists of lectures plus accompanying practical sessions. Students receive information on the installation and system requirements, and must then develop system prototypes under the supervision of lecturers in the laboratory.

Literature:

Coulouris, George F. (2012): Distributed systems. Concepts and design. 5th ed., internat. ed. Boston, Munich: Addison-Wesley.

Kalin, Martin (2013): Java Web services. Up and running. 2nd ed. Beijing: O'Reilly. Online verfügbar unter http://proquest.tech.safaribooksonline.de/9781449373856.

Sebesta, Robert W. (2013): Programming the World Wide Web. 7th ed. Boston: Pearson.

Wetherbee, Jonathan (2013): Beginning EJB 3. Java EE 7th edition. [Berkeley, CA]: Apress. Available online at http://proquest.tech.safaribooksonline.de/9781430246923.

Additionally, current articles from specialist journals and conferences as well as Internet resources.

http://proquest.tech.safaribooksonline.de/9781430246923


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Module: IT Security Code: mkiB45 Subtitle: Course elements: Lectures

Practical sessions Semester: Every semester Module coordinator: Prof. Michael Tangemann Lecturer: Prof. Michael Tangemann Language: German Allocation to the curriculum: Media and Communication Informatics






None


Practical sessions

Module objective:

IT security is a typical example of an informatics-related subject that crosses into several areas. By this point, students will already have looked at some aspects in context during the Operating Systems, Distributed Systems, Databases and Internetworking modules. IT Security provides an overarching view, enabling students to understand isolated subjects within a wider context and see how they fit into it.

Learning outcomes: Knowledge: Participants are aware of weaknesses in IT systems and how they come about during development and operation. They are familiar with the causes of vulnerabilities, in relation to unsecure programming and macrolanguages; older, unsecure operating systems; and IT infrastructure operation. They understand methods of attack and malware. They are


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required to acquire and apply example-based methodological knowledge of how to analyse malware and attack methods, as well as how to recognise vulnerabilities and the ways in which they are exploited. They acquire the ability to use security principles when configuring security mechanisms and implementing applications. Skills: Students are required to become aware of threats to IT systems and communication networks. After completing the module, they will be able to identify and classify attacks, as well as assess the hazards to which an IT system is currently being exposed. Based on their knowledge of the impact that various kinds of attack can have, they are able to design and implement security measures for hardware, software and both local and distributed systems. Additionally, they are able to use the basic knowledge they have learned in lectures to continually update and build on their knowledge of new threats. Competencies:


LO1 Realistically assess the security situation in IT systems and on the Internet.

Practical sessions, written examination

LO2 Be familiar with the typical weaknesses of IT systems. Practical sessions, written examination

LO3 Understand methods of attack and malware. Practical sessions, written examination

LO4 Be familiar with and understand the basic mechanisms for safeguarding IT systems.


LO5 Be familiar with implementing these basic mechanisms in information systems and information networks.


LO6 Work through and test examples of attacks and safeguarding measures.

Practical sessions

LO7 Select appropriate security mechanisms for newly designed systems.

Written examination

Content:

Selected chapters from Computer Security by Stallings/Brown form the basis of this module. Students are given an introduction to the basic terminology and principles associated with security. These include cryptographic procedures, access methods and identity management. The module also looks at types of malware and what conditions cause it to come about. Tools for identifying vulnerabilities and attacks are also presented. Students are shown the procedure for creating secure software and operating an IT landscape securely. Additionally, the module looks at examples of computer forensics. The practical sessions conduct tests based on the subjects addressed in the lectures. Where applicable, the concepts of attack and defence are considered as didactic principles in order to identify basic patterns.

Forms of media: Lectures in seminar format, slides, writing on the board. Practical sessions in IT management laboratory with practical exercises in teams; findings presented by students.


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Literature:

Eckert, Claudia (2013): IT-Sicherheit. Konzepte - Verfahren - Protokolle. 8th edition, updated and revised. Munich: Oldenbourg.

Stallings, William; Brown, Lawrie (2012): Computer security. Principles and practice. 2. ed., international ed. Boston, Mass.: Pearson (Always Learning).

Bundesamt für Sicherheit in der Informationstechnik: Grundschutzhandbuch der IT Sicherheit http://www.bsi.bund.de/gshb/index.htm

Latest IBM X-Force annual report; http://www.ibm.com/services


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Module: Computer Graphics Code: mkiB46 Subtitle: Course elements: Lectures

Practical sessions Semester: Every semester Module coordinator: Prof. Uwe Kloos Lecturer: Prof. Uwe Kloos Language: German, English (if required) Allocation to the curriculum: Media and Communication Informatics





None

Recommended prerequisites: mkiB31, mkiB32, programming in C++ Mode of assessment:

Lectures: Written examination Practical sessions

Module objective:

The aim of this module is to raise students' awareness of subjects relating to computer graphics, as well as enable them to develop and understand 3D graphics programs. Building on the media-related Graphics, Audio and Video modules and allowing students to use the skills they have acquired in these, this module examines computer-based 3D graphics processes. A pass in this module will ensure students can go on to develop graphics programs as well as understand and operate graphics applications in the next stage of their studies.

Learning outcomes:

Knowledge:

Students are familiar with the mathematical basis for calculating transformations

of three-dimensional objects as well as various vector operations.

They are familiar with the graphics pipeline and the various methods used within

this pipeline.

They are able to name local and global lighting techniques and know the differences

between them.


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They are familiar with a range of texturing methods and are able to apply them

to 3D objects.

They are familiar with various modelling methods and are able to create complex

3D worlds on the basis of simple objects.

They are able to name various methods of swapping objects in 3D worlds and are

aware of the advantages and disadvantages of doing so.

They know the difference between static images and dynamic animations, and are

able to name and use various control mechanisms for generating an animation.

Skills: Students calculate transformations independently, are able to evaluate the mathematical methods used in computer graphics, and are able to construct their own processes on this basis. Additionally, they are able to analyse a specific challenge in the area of computer graphics and evaluate existing algorithms in a way that allows them to select the methods which will produce an efficient solution. They also develop these solutions with performance taken into consideration, and are able to analyse and evaluate graphics applications with respect to this. As well as this, they are able to work with a standard graphics tool and create simple animations. Competencies: After completing this module, students will be able to do the following:


LO1 Manually calculate transformations of 3D objects in homogeneous coordinates and vector operations.


LO2 Understand and implement a freely available graphics library.

Artifact

LO3 Apply acquired knowledge independently to a graphics application implementation.


LO4 Analyse the processes used in graphics applications and evaluate their benefits and drawbacks.

Written examination

LO5 Use professional modelling and animation tools to create 3D models and animations.

Artifact

LO6 Assess problems and limitations arising from the development of graphics applications.

Artifact

LO7 Assess own developments and abilities. Artifact

LO8 Evaluate and grasp current developments in computer graphics.

Artifact

Content: This module introduces students to the subject of computer graphics and related areas (animation, visualisation). In each case, there is a theory component that examines and discusses selected topics in detail. This focuses on teaching standard algorithms and principles. This theoretical knowledge is then put into practice in small exercise units, and students develop their own graphics programs on the basis of a standardised graphics library. The module examines fundamental techniques and procedures, from model to image (transformations, projections, visibility testing, colouring and rasterisation). It also considers subject areas such as modelling, local and global lighting, and textures. During the practical stage, tools used in the industry are deployed so that students are given hands-on experience.


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Forms of media:

The teaching material consists of slide notes distributed in electronic format and made available via a central server, plus an introduction to OpenGL. The module consists of lectures plus accompanying practical sessions. Teaching is conducted in a seminar format, with theoretical content illustrated using multimedia examples. Either individually or in groups, students work through various exercises on the subject of computer graphics. Through practical exercises, the module starts by exploring the mathematical methods that form the basis of transformations. Following this, several exercise units gradually build up a complex graphical application based on an open-source graphics library. Basic procedures for modelling and animation techniques are also discussed and implemented in a practical project. The practical stage ensures that tools used in the industry are applied. The lecturer supervises the programming exercises and the animation project. Literature:

Angel, Edward (2006): Interactive computer graphics. A top-down approach using OpenGL. 4th ed., internat. ed. Boston, Mass., Munich: Pearson Addison-Wesley.

Bender, Michael; Brill, Manfred (2006): Computergrafik. Ein anwendungsorientiertes Lehrbuch. 2nd edition, updated. Munich, Vienna: Hanser.

Nischwitz, Alfred; Haberäcker, Peter (2004): Masterkurs Computergrafik und Bildverarbeitung. Alles für Studium und Praxis; Bildverarbeitungswerkzeuge Beispiel-Software und interaktive Vorlesungen online verfügbar. 1st edition. Wiesbaden: Vieweg.

Watt, Alan H. (2005): 3D computer graphics. 3rd ed. [repr.]. Harlow: Addison-Wesley.

Students will be informed of other in-depth sources of literature during the course.


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Module: Industrial Placement Semester Code: mkiB51 Subtitle: Course elements: Industrial placement semester Semester: Every semester Module coordinator: Prof. Wolfgang Keller Lecturer: Professors from the degree programme,

industry advisers Language: German Allocation to the curriculum: Media and Communication Informatics (Bachelor's),

compulsory subject, 5th semester Mode of teaching/semester hours per week (SWS):

Total hours: Independent study 900 hours Credits: 30 ECTS Prerequisites in accordance with examination regulations (StuPro):

Passes in all modules from semesters 1–3

Recommended prerequisites: All modules from semesters 1–4 Mode of assessment: Industrial placement: Report on placement

Module objectives: This practical semester allows students to put the knowledge they have acquired over the course of their studies into practice in the context of project-related technical activities. The aim of the module is to gain experience that is relevant to the subject matter, as well as social skills, at an appropriate institution. Students are required to work in the role of a Bachelor's-level graduate, under the guidance of an academically qualified supervisor. The aim of the module is to teach practical approaches to the subject matter addressed during studies, under the organisational conditions of the project concerned.

Learning outcomes:

Knowledge: After this practical semester, students will be familiar with relevant project management methods drawn from practice. During the semester, they are made familiar with the methodological and practical elements of their studies. They acquire knowledge when putting the content of their studies into practice with limited resources in a team setting, and under specified financial and legal conditions.


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Skills: Students have developed practical and cognitive skills relating to the technical contents of their studies. They have broadened their practical skills for carrying out processes and methods in relation to their studies. They have broadened their skills in the area of dealing with application-specific issues using relevant methods within a team setting that is, ideally, multidisciplinary. Competencies: After completing this module, students will be able to put the knowledge and skills acquired during their studies into practice under the organisational, financial and legal conditions imposed by a real-life project. They will demonstrate the technical skills they have gained by providing a report plus a scientific piece of work in which they discuss the contents of their tasks and projects, the knowledge they gained and the procedures they followed. The report must be accompanied by a evidence of their activities in calendar format, and the industrial placement certificate showing the duration of their presence on site. The institution at which the practical semester was completed must provide a signature in order to confirm the duration of the student's presence there, as well as the accuracy of the activity description in calendar format and the technical report.

Content: The actual tasks that students are assigned and the knowledge and skills they learn may differ from one placement to the next. The main objective is that students gain insights into examples of practice, contributing to the objective of their studies, and that the practical activities promote the relationship between theory and practice that is present in a Media and Communication Informatics degree programme. Ideally, students take an active role in planning, analysing, designing, developing, operating or applying software, media and communication systems in a project. Industrial placements must be approved by the School (Industrial Placements Office). The criteria that need to be met are the duration – in particular, the length of time for which an academically qualified person is available – and that the tasks align with the contents of the Media and Communication Informatics degree programme. Students are required to carry out the activities that a Bachelor's-level graduate in Media and Communication Informatics would be expected to carry out, under the instructions of a supervisor. The report must make it clear that they have done so.

Forms of media:

The report, the evidence of the activities in calendar format, and the placement certificate are submitted in electronic format.

Literature:

Industrial Placements Office website containing detailed information.


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Module: Compulsory Elective 1 and 2 Code: mkiB61, mkiB71 Subtitle: Course elements: mkiB61, graded:

mkiBW101 Media and Communication Informatics Project 1 mkiBW102 Medical Informatics mkiBW103 Multimodal Signal Processing mkiBW104 Embedded Systems and Robotics mkiBW105 E-health mkiBW106 Medical Information Systems mkiBW107 Medical Visualisation and Simulation mkiBW108 Principles of Economics mkiBW109 Principles of Marketing and Corporate Communication mkiB71, ungraded: mkiBW201 Media and Communication Informatics Project 2 mkiBW202 Principles of Medicine mkiBW203 Medical Informatics Standards and Processes mkiBW204 Introduction to Statistics and Biometrics mkiBW205 Quality Management in Healthcare mkiBW206 Principles and Methods of Business Informatics mkiBW207 Logistics and Production mkiBW208 Company Modelling mkiBW209 Management and Controlling

Semester: Every semester Module coordinator: Prof. Peter Hertkorn Lecturer: Lecturers from the selected modules Language: German, English Allocation to the curriculum: Media and Communication Informatics,

compulsory subject, 6th and 7th semester Mode of teaching/semester hours per week (SWS):

Lectures 4 SWS mkiBW101 mki Project 1 2 SWS mkiBW201 mki Project 2 2 SWS

Total hours: Contact time 60/30 hours

Independent study 90/120 hours Credits: 5 ECTS each


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Prerequisites in accordance with examination regulations (StuPro):

None

Recommended prerequisites: Dependent on selected course Mode of assessment: Dependent on selected course

Module objectives: Students supplement the specialist media and communications informatics knowledge they have acquired thus far by studying related disciplines. This allows them to tailor their studies in line with their personal and professional goals, and define their individual area of focus. In limited cases, it may be possible to extend the range of compulsory electives available if this is appropriate for a student's individual profile.

Learning outcomes: Knowledge/skills/competencies: In addition to technical content, students acquire knowledge of the related discipline's language and culture. As well as technical skills, students learn how to incorporate their previously acquired knowledge into a new context and integrate knowledge from previously unfamiliar subject areas into their portfolio.

Content:

Dependent on selected course.

Forms of media: Dependent on selected course.

Literature:

Dependent on selected course.


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Module: Mobile Computing Code: mkiB62 Subtitle: Course elements: Lectures

Practical sessions Semester: Every semester Module coordinator: Prof. Natividad Martínez Lecturer: Prof. Natividad Martínez Language: German, English Allocation to the curriculum: Media and Communication Informatics





None

Recommended prerequisites: mkiB35, mkiB44, mkiB45 Mode of assessment: Lectures: Continuous assessment

Module objectives: Mobile Computing provides an introduction to the subject of distributed and mobile systems. The aim of this module is to familiarise students with the principles of mobile communication networks and enable them to use key pieces of technology when developing mobile applications. The module builds on knowledge that students have already learned on the subjects of web programming (in Distributed Systems) and computer networks (in Internetworking), and also relates to aspects of IT security.

Learning outcomes: Knowledge: Students acquire knowledge of the ways in which protocols for mobile applications work, on the basis of the Internet. They learn which requirements these applications impose and how they are met by protocols and services on lower levels.


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Additionally, they acquire basic knowledge of mobile computing and learn about typical scenarios and tasks in the process. They are able to describe execution platforms and are familiar with supporting technology. They are familiar with the principles underpinning the Internet of Things, and the main properties of sensors and sensor networks. Skills: Students apply the knowledge they have acquired on the subject of mobile applications to independent work in which they create solutions to exercises. They learn how to use hardware and software-based analysis tools, and how to track communication processes at protocol level. They compare various mobile operating systems and execution platforms with regard to defined requirements. They program solutions to problems on typical platforms, such as smartphones, tablet PCs, embedded systems, and so on. Additionally, they plan the integration of sensors and sensor networks, and develop applications (which may be environment-dependent). Competencies: After completing this module, students will be able to do the following:


LO1 Analyse and evaluate various mobile technologies. Written examination

LO2 Develop proposals for solutions to example scenarios based on the mobile technologies they have become familiar with.

Practical sessions

LO3 Design a mobile application with certain requirements and basic conditions taken into account.

Project work

LO4 Work in a team in order to find solutions to complex tasks. Project work

LO5 Use state-of-the-art development environments and tools. Project work

LO6 Research and evaluate information about current developments in mobile computing, and communicate it on a scientific level.

Report

LO7 Capably present and discuss subject areas relating to the discipline of mobile computing, using specialist language.

Presentation

Content: Mobile Computing is divided into three main areas: mobile communication, programming mobile applications, and the Internet of Things. The discussion of this content is designed to cover an extremely wide scope and maintains a focus on applications. For this reason, a continuous assessment format has been chosen, allowing students' progress to be tracked using various artifacts. A theory-based introduction is provided for each area; a certification process is used to test students' understanding of this (LO1), together with exercises (LO2) that the students work through either alone or in groups. This is followed by practical laboratory tasks (LO5) that are carried out in groups and combined as a project (LO3, LO4). The second half of the module requires students to prepare an assignment on a current topic within the discipline (LO6) and present their findings (LO7). The subject areas are:

1. Principles of mobile communication: wireless and mobile networks [Schiller]. 2. Programming mobile applications: introduction to web app programming with HTML5

and native apps in Android, iOS, Windows Phone and QNX. Advanced programming in Android [Meier].

3. Introduction to the Internet of Things [Kalin] [Ewen].


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Forms of media:

The forms of media differ according to the content and the competencies that are being developed in students. Some subject areas use conventional slide notes that are projected and then explained, illustrated and expanded upon using the board. Either individually or in groups, students work on and present topics in a seminar format, using selected reference sources. The module consists of lectures plus accompanying practical sessions. Students receive information on the installation and system requirements, and must then develop system prototypes under the supervision of lecturers in the laboratory.

Literature:

McEwen, Adrian; Cassimally, Hakim (2013): Designing the Internet of Things. Online-Ausg. Hoboken: Wiley (EBL-Schweitzer). Available online at http://swb.eblib.com/patron/FullRecord.aspx?p=1471865.

Meier, Reto (2012): Professional Android 4 application development. Indianapolis, Ind.: Wiley (Programmer to programmer).

Poslad, Stefan (2009): Ubiquitous computing. Smart devices environments and interactions. 1. publ. Chichester: Wiley.

Schiller, Jochen H. (2003): Mobile communications. 2nd ed. London: Addison-Wesley.

Additionally, current articles from specialist journals and conferences as well as Internet resources.


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Module: Law & Business Administration Code: mkiB63 Subtitle: Course elements: Lectures

Semester: Every semester Module coordinator: Prof. Boris Terpinc

Lecturer: Ms Regina Brauchler,

Prof. Manfred Gerblinger Language: German Allocation to the curriculum: Media and Communication Informatics



Lectures 4 SWS



None

Recommended prerequisites: None Mode of assessment: Lectures: Private study projects,

presentation

Module objectives: In a broader sense, business management relates to analysing, evaluating and shaping business and business processes. This module explains the tools and instruments used for strategic planning within media companies, based on the relationship between these companies and the market. In line with a train-the-trainer approach, students become familiar with the theoretical business process models and instruments used in organisational aspects of business, and put concepts directly to the test based on the departments in which they have played a role during their industrial placement or training. The legal component of the module starts with an overview of the legal system and an introduction to the key principles underpinning it: terminology, functions and manifestations associated with the law, how the law is applied and enforced, plus an insight into legal methodology. In the main, this component focuses on various legal aspects of media and communication informatics. Students are required to gain an overview of the


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key legal issues associated with media and communication informatics. This puts them in a position to identify problematic areas and make provision for them through defining appropriate contractual terms.

Learning outcomes:

Knowledge:

Familiarity with information, theory and/or factual knowledge about structural and procedural measures in business.

Familiarity with legal principles relating to studies.

Research and development of film ideas and how they are implemented on video.

The stages involved in film production.

The rules governing teamwork, division of tasks and leading a team.

Audiovisual design tools.

Labour and safety-related guidelines and measures.

Basic terminology associated with journalistic writing. Skills: Cognitive and practical skills relating to the calculation of key figures in management contexts as preparatory work for making decisions. Documentation of organisational units. Process and procedure documentation, control and optimisation using sequence structure and precedence diagram methods. Conducting task analysis, synthesis and criticism. Communication of cross-disciplinary skills, specifically the ability to take basic legal conditions into account in the context of IT systems. Competencies: After completing this module, students will be able to do the following:


LO1 Conduct small-scale studies in relation to businesses so that the findings can be used as a documentary basis for a business operations project or Bachelor's thesis.


LO2 Create job descriptions, logic diagrams and organigrams with a view to effective and efficient implementation of a job-related suggestion scheme.


LO3 Prepare flowcharts for process control and optimisation, including an analysis of processing times and throughput.


LO4 Analyse capacity planning and degrees of utilisation for preparing production planning work.


LO5 Evaluate and assess the legal aspects of the profession being examined.

Presentation

Content: Business administration component: Section 1 looks at the organisational concept as a whole, including strategies and goals as well as how it is analysed, documented and shaped using structural and procedural measures, on the basis of the company's key figures. The focus here is on tasks, capacity, degree of utilisation, processing time and throughput. Various business process models are then demonstrated. The basic concept of process orientation is explained and


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communicated on a range of business levels. Working from an information technology perspective, business operations are also illustrated within the context of process structuring, including the creation of requirement specifications, functional specifications, requirements catalogues and evaluation questionnaires. The subject of business accounting then leads to the process of determining operating profit and balance sheet accounting in section 2. Section 3 focuses on calculating cost of sales on the basis of analytical accounting practices, working in the context of cost and management accounting. Key figures such as efficiency, amortisation and rate of return are then determined, and aspects specific to media management are presented in detail – including with a view to the Total Quality Management approach. Legal component: Contractual IT law (hardware and software): Overview, how this area fits into the legal system, options for drawing up legal contracts, hardware and software licensing agreements, liability for defects (including product liability), software law, contractual law and licensing law. Labour law issues: Personal liability of those with responsibilities within a company in the event of copyright breaches in the area for which they are responsible. Criminal law, including IT-related crime. Copyright law: Protection of intellectual property, legal protection and sale of computer programs, legal protection for information systems and databases, legal issues relating to open-source software, individual licence types plus patent law and trademark law, including trademark protection in computer programs. Competition law and cautions, Internet purchases. Internet law: Domain law, legal notices including data protection and more recent legal development, EU directives and how they are implemented in national law.

Forms of media: Business project management, the work analysis concept and the synthesis concept, plus task appraisal, the process structuring tools and process design tools, are demonstrated in the form of accompanying text and exercises as well as laptop and overhead projection presentations. Presentations of 20 minutes in length are usually followed by short application exercises to be carried out in a group. Following this in-depth work on practical exercises, the findings are compiled and applied to the students' operational practice. Videos from the automotive industry are used for illustration, as are photographs from the publishing industry.

Literature:

Business administration component:

Binner, Hartmut F. (2004): Handbuch der prozessorientierten Arbeitsorganisation. Methoden und Werkzeuge zur Umsetzung. 1st edition. Munich, Vienna: Hanser (REFA-Fachbuchreihe Unternehmensentwicklung).

Karmasin, Matthias; Winter, Carsten (2000): Grundlagen des Medienmanagements. Munich: Fink (UTB, 8203).

Wöhe, Günter (1981): Einführung in die allgemeine Betriebswirtschaftslehre. 14th edition, revised. Munich: Vahlen (Vahlens Handbücher der Wirtschafts- und Sozialwissenschaften).


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Legal component:

Own notes, overview sheets and worksheets with comprehension questions.

Dreier, Thomas Dreier, Thomas, Skript Internetrecht, online version, June 2009: available at http://www.zar.uni-karlsruhe.de/653.php.

Hoeren, Thomas Hoeren, Thomas, Internetrecht, online version, October 2012. Available at: http://www.uni-muenster.de/Jura.itm/hoeren/lehre/materialien.


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Module: Seminar on Selected Informatics Subjects Code: mkiB64 Subtitle: Introduction to Scientific Working Methods Course elements: Seminar Semester: Every semester Module coordinator: Prof. Frank Dopatka Lecturer: Prof. Frank Dopatka Language: German Allocation to the curriculum: Media and Communication Informatics, compulsory subject, 6th semester Mode of teaching/semester hours per week (SWS):

Lectures 2 SWS


Independent study 120 hours

Credits: 5 ECTS Prerequisites in accordance with examination regulations (StuPro):

Recommended prerequisites: All modules from the first 4 semesters Mode of assessment: Seminar: Private study projects, presentation

Module objectives: The Seminar on Selected Informatics Subjects introduces students to the process of writing a Bachelor's thesis and to the Bachelor's seminar. As with the Bachelor's thesis, the Seminar on Selected Informatics Subjects requires students to research and analyse literature sources in depth within a particular informatics-related subject. Working on the basis of the literature sources examined and knowledge acquired during the first three semesters, students are required to prepare a piece of written work in line with formal criteria. This must contain their own identifiable line of argument, supported by literature sources. They must defend their line of argument in a PowerPoint presentation, under conditions that are similar to those found in the Bachelor's Seminar module or a conference presentation.


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Learning outcomes:

Knowledge:

Be familiar with the concept of and approach to scientific working methods.

Be able to name and explain ways of addressing questions in scientific work (description, explanation, forecast, presentation, critique/evaluation).

Be able to name and classify quotable sources.

Be able to categorise literature as primary, secondary and tertiary literature.

Be familiar with the meanings of abductive, deductive and inductive reasoning.

Know how to use direct and indirect quotes.

Be able to name and describe the various types of structure that can be used for a scientific piece of work.

Skills:

Be able to sort through literature, assess its quality and use it for own line of argument.

Evaluate literature, quote it correctly and incorporate it into own line of argument.

Create own line of argument and discuss the pros and cons of a certain viewpoint. Competencies: After completing this module, students will be able to do the following:


LO1 Research literature based on scientific standards and present a line of argument on the basis of literature.

Artifact

LO2 Prepare a scientific piece of work in line with scientific standards, and on the basis of literature research, with own line of argument and by a certain deadline.

Artifact

LO3 Present, discuss and defend own line of argument. Presentation

Content: The seminar starts with a block lecture on the subject of scientific working methods. After defining what is meant by scientific working methods, strategies for identifying specific topics using preset questions [Karmasin, Ribing 2007] are outlined. Following this, students are shown methods of iterative and incremental literature research [Distrer 2011], including quality criteria for litertaure. To enable students to present a scientific argument, the seminar discusses abductive, deductive and inductive reasoning as strategies for making conclusions [Karmasin, Ribing 2007]. Students are also shown methods of quoting, typical examples of plagiarism, how to prepare bibliographies, and the basics of good scientific practice so that they are able to present sources of literature correctly. The block lecture concludes by presenting various ways of structuring scientific work Esselborn-Krumbiegel 2002] (LO1). Students then select a subject to work on from a pool. This requires them to present a written piece of work based on sound scientific reasoning and in line with certain criteria, which are similar to those applicable to a conference paper and which must be strictly adhered to. After around 8 weeks, a first version is submitted for review by the lecturer. The final version of the work must then be completed after a further 4 weeks or so. There are strict deadlines for submitting the first version and the final version (LO2). Finally, students are required to give a short presentation on their topic and defend their line of argument (LO3).


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Forms of media:

Introduction to scientific working methods in a block of seminar-format teaching using PC-based projection and slides. The slides and the information setting out how the module is to proceed are made available to download at the start of the module.

Individual questions to the lecturer are answered by e-mail or during office hours.

Submission of a written assignment by students in line with specified criteria. The first version is submitted for review. The final version is evaluated as 60% of the overall grade.

The student must defend the subject matter covered in the work through a PowerPoint presentation, with subsequent questions from the auditorium. This accounts for 40% of the overall grade.

Literature:

• Brink, Alfred (2005): Anfertigung wissenschaftlicher Arbeiten. Ein prozessorientierter Leitfaden zur Erstellung von Bachelor- Master- und Diplomarbeiten in acht Lerneinheiten. 2nd edition, fully revised. Munich, Vienna: Oldenbourg.

• Disterer, Georg (2011): Studienarbeiten schreiben. Seminar- Bachelor- Master- und Diplomarbeiten in den Wirtschaftswissenschaften. 6th edition, fully revised and expanded. Berlin, Heidelberg: Springer (Springer-Lehrbuch).

• Esselborn-Krumbiegel, Helga (2002): Von der Idee zum Text. Eine Anleitung zum wissenschaftlichen Schreiben im Studium. Paderborn, Munich, Vienna, Zurich: Schöningh (UTB, 2334).

• Karmasin, Matthias; Ribing, Rainer (2007): Die Gestaltung wissenschaftlicher Arbeiten. Ein Leitfaden für Haus- und Seminararbeiten Magisterarbeiten Diplomarbeiten und Dissertationen. 2nd edition, updated. Vienna: WUV Facultas-Verl (UTB, 2774: Arbeitshilfen).

• Kruse, Otto (2004): Keine Angst vor dem leeren Blatt. Ohne Schreibblockaden durchs Studium. 10th edition. Frankfurt/Main: Campus-Verl (Campus concret, 16).

• Rechenberg, Peter (2003): Technisches Schreiben. (nicht nur) für Informatiker. 2nd edition, expanded. Munich, Vienna: Hanser.

• Schneider, Wolf (2007): Deutsch! Das Handbuch für attraktive Texte. 2nd edition. Reinbek bei Hamburg: Rowohlt-Taschenbuch-Verl (rororo, 61993 : Sachbuch).

• Theisen, Manuel René (2002): Wissenschaftliches Arbeiten. Technik - Methodik - Form. 11th edition, updated. Munich: Vahlen (WiSt-Taschenbücher).


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Module: Cloud Computing Code: mkiB65 Subtitle: Course elements: Lectures Semester: Every semester Module coordinator: Prof. Marcus Schöller Lecturer: Prof. Marcus Schöller Language: German, English Allocation to the curriculum: Media and Communication Informatics



Lectures 4 SWS



None


mkiB42,mkiB43, mkiB44, mkiB45 Mode of assessment: Lectures: Written examination

Practical sessions

Module objectives:

Nowadays, mobile computing and cloud computing depend on one another. Participants in this module are required to gain comprehensive knowledge of designing, developing and operating distributed applications, with a focus on the basic forms that cloud services and their delivery models take. This requires them to possess the knowledge taught by the prerequisites listed above. The Distributed Systems module provides the general foundations for web programming and web services.

Learning outcomes: Knowledge: Students who have successfully completed this module will possess knowledge of the principles and characteristics of cloud computing. They will be able to describe typical services and delivery models, and evaluate them on the basis of case studies. They will have developed an understanding of the technical, organisational, commercial, legal, social and security-related aspects of cloud computing.


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Skills: Students are able to analyse the requirements of server services as well as develop and evaluate appropriate deployment variants. These variants range from in-house server solutions to hybrid cloud models and all the way through to straightforward cloud solutions. To do so, they apply a range of methods they have learned. Based on these requirements, students are able to develop services that use the characteristics of the cloud. Additionally, students are able to install and operate servers and cloud systems, which enables them to perform a more in-depth comparison of the various deployment variants. As a result, students are able to perform full-scale analyses and evaluations, and thus make technical decisions for service provision purposes. Competencies:

LO# Learning outcome Assessed through

LO1 Possess and be able to apply an understanding of the various cloud business models (IaaS, PaaS, SaaS).

Written examination

LO2 Be able to correlate components with their tasks in a cloud architecture.

Written examination

LO3 Understand and be able to evaluate the operational aspects of a cloud infrastructure.

Written examination

LO4 Understand and be able to apply methods used in software development.

Written examination

Content: Building on the Distributed Systems module, this module takes an in-depth look at some of the paths of development that led to cloud computing, specifically the use of TP monitors and application servers, the use of virtualisation technology, and grid computing. The module presents the service models Infrastructure as a Service (IaaS), Platform as a Service (PaaS), and Software as a Service (SaaS) from a provider's perspective and a user's perspective. The focus is on software development for the cloud and how a cloud system is operated. Students are taught about the public cloud, private cloud, hybrid cloud and community cloud delivery models on the basis of case studies. This focuses on how the models relate to mobile applications. The module considers, evaluates and discusses the technical, organisational, commercial, legal, social and security-related aspects of cloud computing in detail.

Forms of media: Lectures in seminar format; slides and writing on the board; case study work in small groups.

Literature:

• Antonopoulos, Nick; Gillam, Lee (2010): Cloud Computing. Principles, Systems and Applications. London: Springer London (SpringerLink: Bücher, 0).

• Baun, Christian; Kunze, Marcel; Nimis, Jens; Tai, Stefan (2011): Cloud Computing. Web-basierte dynamische IT-Services. Berlin, Heidelberg: Springer Berlin Heidelberg (SpringerLink: Bücher).

• Buyya, Rajkumar (2011): Cloud computing. Principles and paradigms. Hoboken, NJ: Wiley (Wiley Series on Parallel and Distributed Computing).

• Velte, Anthony T.; Velte, Toby J.; Elsenpeter, Robert C. (2010): Cloud computing. A practical approach. New York, NJ: McGraw-Hill.


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Module: Media Work Code: mkiB66 Subtitle: Course elements: Lectures

Semester: Every semester Module coordinator: Prof. Boris Terpinc

Lecturer: Prof. Boris Terpinc

Prof. Uwe Kloos Prof. Gabriela Tullius

Language: German, English Allocation to the curriculum: Media and Communication Informatics



Lectures 2 SWS



None

Recommended prerequisites: mkiB25, mkiB36, mkiB46 Mode of assessment: Lectures: Continuous assessment

Module objectives:

The Media Work (MA) module aims to introduce students to the process of creating articles in a wide range of media formats. It combines the content that students have already learned in other media-related modules, such as Audio, Human-Machine Interaction, Video and Computer Graphics. While this content previously focused on specific subject areas within projects, Media Work now takes a more comprehensive approach. Film/video reporting, journalistic articles, gaming concepts, plus combinations of live-action films and animations are used to communicate the content as effectively as possible. The content may be concerned with game development or a simulation model; for example, using existing game engines. Interaction designs that are appropriate for the media format and content must be selected so that the information can also be communicated efficiently within interactive media.


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The focus is on content design and presentation for the purposes of communicating information. The module has a deliberately wide scope to give students the option of choosing their own areas of focus.


Students become familiar with specialist subject areas, including technical aspects.

They are able to conduct research into visual and content-related subjects.

Based on the subject matter, they develop filming concepts and treatments, and/or interaction and/or gaming concepts.

They are able to communicate subject-specific content in a clear, comprehensible manner.

They are able to translate abstract content into images, graphics or animations.

They are able to produce a screenplay (in multimedia format or otherwise) and bring it to life in a team setting where possible.

Skills: Students analyse the subject matter, the user group, the context and the task that has been set. To do so, they apply a range of methods they have learned. They evaluate media products based on scientific criteria. Competencies: After completing this module, students will be able to do the following:


LO1 Research on topics. Private study projects

LO2 Understand the collaboration and processes that take place among various media elements, such as video, computer graphics or audio.

Presentation, project work

LO3 Develop a concept for media products. Presentation, private study projects

LO4 Develop a functional prototype project according to the media format in question.

Project work

LO5 Evaluate the projects that have been developed, based on specified criteria.

Written report

Content:

Students get to grips with various media formats and the specific features of each one.

Whatever the exact format, however – whether it concerns a documentary film, a game, a website or a mobile application – in-depth research of the subject matter is always the first step (LO1). Students learn about and are able to apply working methods for the purpose of creating different media formats (LO2, LO3). Concept development is important to all media formats. In this context, students become familiar with abstraction in relation to the content they have researched for a range of media formats, enabling them to communicate this content as effectively as possible. The ways in which media work is implemented in project format varies according to the focus of the work (this usually concerns journalism, film, simulation or game development), and the project provides a testing ground for its implementation (LO4). Critical evaluation and tackling project-related activities provide students with an overview of the wide range of media work out there, including the features that are specific to each case (LO5).


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Forms of media:

Teaching in seminar format with examples. Project work in a team with supervision by lecturers. Research, design, documentation and findings presentation work. Technical work documents and the necessary hardware and software are provided. Students are required to obtain and work through the necessary project documentation themselves, using their own initiative.

Literature:

Specified over the course of the module according to the topic being covered, plus student contributions.


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Module: Psychology Code: mkiB72 Subtitle: Course elements: Lectures

Semester: Every semester Module coordinator: Prof. Gabriela Tullius Lecturer: Dr Andreas Rupp Language: German, English Allocation to the curriculum: Media and Communication Informatics



Lectures 4 SWS



None

Recommended prerequisites: None Mode of assessment: Lectures: Private study projects, presentation

Module objectives:

The aim of this module is to provide students with an in-depth insight into psychology, particularly media psychology and organisational psychology. Students are made familiar with methods used in psychology and, after passing the module, will be able to assess people's behaviour in the context of using media and acting within organisations.

Learning outcomes:

Knowledge:

Be familiar with methods used in the field of applied media psychology.

Be familiar with methods used in organisational psychology.

Be able to assess aspects of media use and perception, plus experience and processing of media content.

Be familiar with and able to assess aspects of learning within organisations, work-related analysis, personnel development and management cultures.


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Skills: Students become familiar with methods used in media psychology and organisational psychology. They gain an insight into both subjects and learn what links the two; for example, areas of media education or evaluation. This also includes aspects of human behaviour, thinking and emotions. Students are familiar with and able to apply options for communicating media-related skills on an individual and organisational basis. Competencies: After completing this module, students will be able to do the following:


LO1 Assess the developments and abilities of individuals in relation to media content, for example.

Presentation

LO2 Be familiar with approaches to work analysis and personnel development.

Presentation

LO3

Be able to explain common terms used in media psychology and organisational psychology (such as mass media, forms of media use, coaching and management styles).

Presentation

LO4 Be able to explain media-related skills. Presentation

LO5 Be able to communicate media-related skills. Presentation, private study projects

LO6 Be familiar with media consumption and selection behaviours.

Presentation, private study projects

LO7 Be familiar with learning theories and options for applying them.


LO8 Be able to describe personnel development and management concepts.


Content: The Psychology module focuses on media and organisational psychology. The reason for this is that these two areas of psychology not only have a common basis in respect of the capabilities that individuals demonstrate (LO1, LO2), but also share some fields of development (LO3). This includes learning theories and how they apply to areas of media psychology (LO7). While media psychology focuses on media-related skills (LO4–6), organisational psychology deals with the subject of individual and organisational learning in a company setting (LO2), learning theories, analysis and design of the working environment and tasks, personnel development, management concepts and communication aspects (LO2, LO8). In particular, the content of the module is reinforced through discussions and contributions by students and lecturers.


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Literature:

• Gerrig, Richard J.; Zimbardo, Philip G.; Graf, Ralf (2008): Psychologie. 18th edition, updated. Munich: Pearson Studium (ps psychologie).

• Mangold, Roland (2004): Lehrbuch der Medienpsychologie. Göttingen, Bern: Hogrefe Verl. für Psychologie.

• Rosenstiel, Lutz von; Nerdinger, Friedemann W. (2011): Grundlagen der Organisationspsychologie. Basiswissen und Anwendungshinweise. 7th edition, revised. Stuttgart: Schäffer-Poeschel.

• Students will be informed of other sources of literature during the course of the module.


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Module: Research and Development Code: mkiB73 Subtitle: Course elements: Seminar Semester: Every semester Module coordinator: Prof. Gabriela Tullius Lecturer: Prof. Gabriela Tullius Language: German, English Allocation to the curriculum: Media and Communication Informatics (Bachelor's),

compulsory subject, 7th semester Mode of teaching/semester hours per week (SWS):

Lectures 2 SWS



None

Recommended prerequisites: None Mode of assessment: Seminar: Presentation, ungraded

Module objectives:

This module is designed to introduce students to scientific and research-based methods of working as an accompaniment to their Bachelor's theses, so that they are able to view developed applications or applications in development in the context of research activity. In this context, research and development typically refer to applied research approaches of the type often found in industry. In addition to applied research, the module looks at more principles-based research and examines the differences between the two approaches.


Be familiar with formats and methods in the field of applied research.

Be familiar with licensing models.

Be familiar with the scientific community and the opportunities for publishing research findings.

Be able to use format templates.


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Be able to give feedback in the style of a peer review.

Be able to contextualise scientific articles and studies from own area of development.

Be able to evaluate own applications for future developments.

Be able to research information on the subject of patents and utility models. Skills: Students become familiar with methods of publishing conference papers, for example. The module covers the whole process from producing a paper to submitting it via electronic conference systems. In a fictitious conference setting, students submit their own conference paper and have it reviewed and evaluated by their fellow students. Additionally, students are encouraged to submit a paper to a real conference or other scientific publication formats. Competencies: After completing this module, students will be able to do the following:


LO1 Assess their own developments and abilities in comparison to others.

Presentation, discussion

LO2 Give constructive feedback on developments. Discussion

LO3 Produce a paper in a format that will enable it to be accepted at a conference.


LO4 Benefit from enhanced information-related skills, particularly with regard to information retrieval methods for patents and utility models, for instance.

Presentation

LO5 Evaluate and apply licensing models for a range of artifacts.


Content: This module takes the format of a seminar. Students are required to participate by giving presentations and other papers in oral and written format (LO1). Working on the basis of their own research work, usually carried out in relation to their Bachelor's thesis, students learn about options for publishing their findings (LO3). By creating and using a conference system to assess papers, students learn the possibilities presented by the peer review system (LO2). In this context, students use a conference system for a fictitious conference, providing a practical scenario in which they can not only review papers themselves, but also have their papers reviewed by others. Concluding the module is the subject of information retrieval, particularly where this concerns patent information (LO4). Rounding off this component relating to information skills are subjects such as open access and licensing models including Creative Commons (LO5). By giving presentations on methodological processes and bringing together their findings, students report on the methods they have used, their experiences, and how their findings can be used in the future (LO1).


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Literature:

Esselborn-Krumbiegel, Helga (2008): Von der Idee zum Text. Eine Anleitung zum wissenschaftlichen Schreiben. 3rd edition, revised. Paderborn, Munich, Vienna, Zurich: Schöningh (utb.de Bachelor-Bibliothek, 2334: Schlüsselkompetenzen, Kernkompetenzen).

Kuhlen, Rainer; Semar, Wolfgang; Strauch, Dietmar (Hg.) (2014): Grundlagen der praktischen Information und Dokumentation. Handbuch zur Einführung in die Informationswissenschaft und -praxis. 6th edition, fully revised. Berlin: De Gruyter.

Students will be informed of other sources of literature on the subjects of patient information, Creative Commons and software licences during the course of the module.


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Module: Bachelor's Seminar Code: mkiB74 Subtitle: Course elements: Seminar Semester: Every semester Module coordinator: Prof. Gabriela Tullius Lecturer: Professors from the degree

programme Language: German Allocation to the curriculum: Media and Communication



Lectures 2 SWS



None

Recommended prerequisites: Modules from the first 5 semesters Mode of assessment: Seminar: Presentation, participation

in 6th and 7th semesters

Module objectives:

The aim of this module is to enable students to engage in specialist discussions about their Bachelor's thesis. Every student who is writing a Bachelor's thesis must give a presentation on its current progress in order to inform tutors and other students about the work that has been carried out, perform a critical examination of the work, and receive feedback on the work.

Learning outcomes:

Knowledge:

Presentation with a scientific focus.

Concise introduction to the subject/reasons for choosing it.

Description of methods and procedures/planning.

Structured work on key points/level of arguments made/accuracy of statements presented.

Convincing presentation of the work completed by the student in the Bachelor's thesis.


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Convincing verbal and personal presenting style.

Ability of professionals who are not familiar with the topic to understand it.

Appropriateness of the format and use of media (slides, online presentation)/quality of the presented/copied slides and handouts.

Quality of literature sources.

Preparation and leading of discussions.

Adhering to the time allotted for the presentation and using it effectively.

Active participation in the specialist discussion. Skills: Students develop a concept for presenting their topic in an appropriate manner. The students involved assess how appropriate the format and presenting style are. Both the students who are giving presentations and those who are listening to them learn to appreciate the importance of specialist discussions and lines of argument. Students practise presenting their own work to others in a comprehensible, clearly structured and concise format. Competencies: After completing this module, students will be able to do the following:


LO1 Social and communication skills: Present their own work to others in a comprehensible, clearly structured and concise format.

Presentation

LO2 Precisely describe tasks, requirements, goals, methods and framework conditions; clearly explain how the work being carried out differs from previous findings.

Presentation

LO3 Plan and execute a presentation. Carry out structured work on key points.

Presentation

LO4 Discuss and present arguments.

Hold a discussion with all those in attendance following the presentation.

Content: The contents of the Bachelor's Seminar module are determined by the topics addressed in all the Bachelor's theses being written. Every student who is writing a Bachelor's thesis gives a presentation on its current progress (LO2 and LO3) in order to inform tutors and other students about the work that has been carried out (LO1), receive feedback on the work, and take on suggestions (LO4). Depending on the level the work has reached, this may involve students providing information on the topic of the Bachelor's thesis, showing how it fits into the (operational) environment and the current state of scientific research, providing a review of literature, describing the goals and tasks that have been set, describing the concepts, methods and procedures that need to be applied, reporting on the status that has been reached, discussing any resolved or unresolved issues, or summarising the entire thesis, including information on the assignment that was set, the solutions, the findings, a summary and an outlook.


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Forms of media:

The Bachelor's thesis supervisor monitors the preparatory work for the presentation. Presentation with discussion forum. Feedback from all students present.

Literature:

• Deininger, Marcus (1993): Studien-Arbeiten. Ein Leitfaden zur Vorbereitung Durchführung und Betreuung von Studien- Diplom- und Doktorarbeiten am Beispiel Informatik. 2nd edition, revised. Zurich, Stuttgart: vdf; Teubner.

• Esselborn-Krumbiegel, Helga (2008): Von der Idee zum Text. Eine Anleitung zum wissenschaftlichen Schreiben. 3rd edition, revised. Paderborn, Munich, Vienna, Zurich: Schöningh (utb.de Bachelor-Bibliothek, 2334: Schlüsselkompetenzen, Kernkompetenzen).

• Leopold-Wildburger, Ulrike; Schütze, Jörg (2002): Verfassen und Vortragen. Wissenschaftliche Arbeiten und Vorträge leicht gemacht. Berlin, Heidelberg: Springer (Springer-Lehrbuch).


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Module: Bachelor's Thesis Code: mkiB75 Subtitle: Course elements: Thesis Semester: Every semester Module coordinator: Prof. Peter Hertkorn Lecturer: Professors from the degree

programme Language: German Allocation to the curriculum: Media and Communication



Thesis

Total hours: Independent study 360 hours Credits: 12 ECTS Prerequisites in accordance with examination regulations (StuPro):

Passes in all modules from the first 5 semesters

Recommended prerequisites: All modules from the first 6 semesters Mode of assessment: Bachelor's Thesis

Module objectives:

By passing this module, students demonstrate that they are able to produce a piece of work on an issue faced in the field of media and communication informatics, and that they are able to do so independently, by a specified deadline, and using fundamental scientific methods. The Bachelor's thesis contributes to the overall learning objectives relating to media and communication informatics in the following ways:

Wide-ranging interdisciplinary specialist knowledge and extensive methodological skills: a Bachelor's thesis requires students to apply knowledge and methods from a range of disciplines. This covers informatics-related, software-related, media-related, psychological, didactic and business-related aspects, as well as others besides.

Attractive career prospects: Bachelor's theses often deal with problems that are

relevant to current business practice in informatics-related fields. A Bachelor's thesis can be written as an external piece of work in conjunction with a company.

International perspective: Bachelor's theses may be written in English. They may also be completed in conjunction with institutions in other countries.


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Learning outcomes:

Knowledge:

Research based on serious sources.

Cite text passages correctly.

Reference sources.

Demonstrate in detail a subject area, its context and its most recent developments.

Clearly formulate a research question and the objectives of a thesis.

Precisely describe methods and procedures, and prepare artifacts.

Prepare key points in a structured way.

Make coherent arguments and back up statements.

Demonstrate work in a convincing, understandable way. Skills: Students conduct literature research on the basis of scientific sources. They prepare work on the latest findings in the subject area, taking a critical approach. They analyse problems, present hypotheses, define requirements and derive criteria for systematically evaluating alternatives. Students break down the problems they are working with into individual tasks, develop concepts for creating solutions, and critically assess the findings. They create prototypes or operational artifacts. Students communicate findings clearly and in a format that is suitable for academic purposes. Competencies:


LO1 Independent scientific work on a subject area relating to media and communication informatics

Thesis document

LO2 Work on a straightforward problem and a small-scale artifact using basic methodology

Thesis document

LO3 Write a scientific thesis independently Thesis document

LO4 Present own work in a comprehensible, clearly structured and concise format

Thesis document

Content: Bachelor's theses generally examine practical problems and solutions – and in some cases theoretical ones – relating to media and communication informatics.

Forms of media: Subject-specific and methodological supervision of Bachelor's thesis through discussion and commentary on drafts.


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Literature:

• Deininger, Marcus (2005): Studien-Arbeiten. Ein Leitfaden zur Vorbereitung Durchführung und Betreuung von Studien- Diplom- Abschluss- und Doktorarbeiten am Beispiel Informatik. 5th edition, revised. Zurich: vdf Hochschulverl. an der ETH.

• Ebel, Hans F.; Bliefert, Claus (2009): Bachelor-, Master- und Doktorarbeit. Anleitungen für den naturwissenschaftlich-technischen Nachwuchs. 4th edition, updated. Weinheim: Wiley-VCH.

• Esselborn-Krumbiegel, Helga (2008): Von der Idee zum Text. Eine Anleitung zum wissenschaftlichen Schreiben. 3rd edition, revised. Paderborn, Munich, Vienna, Zurich: Schöningh (utb.de Bachelor-Bibliothek, 2334: Schlüsselkompetenzen, Kernkompetenzen).

• Grieb, Wolfgang; Slemeyer, Andreas (2012): Schreibtipps für Studium, Promotion und Beruf in Ingenieur- und Naturwissenschaften. 7th edition. Berlin: VDE-Verl.

• Karmasin, Matthias; Ribing, Rainer (2012): Die Gestaltung wissenschaftlicher Arbeiten. Ein Leitfaden für Seminararbeiten Bachelor- Master- und Magisterarbeiten sowie Dissertationen. 7th edition, updated. Vienna: facultas.wuv (UTB, 2774: Schlüsselkompetenzen).


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Module: Media and Communication Informatics Project 1

Code: mkiBW101 Subtitle: Course elements: Practical sessions Semester: Every semester Module coordinator: Prof. Peter Hertkorn Lecturer: Professors from the degree programme Language: German, English Allocation to the curriculum: Media and Communication Informatics (Bachelor's),

compulsory elective, 6th semester Mode of teaching/semester hours per week (SWS):




None

Recommended prerequisites: None Mode of assessment: Practical sessions Module objectives: This module aims to help students apply the knowledge and skills they have acquired during the degree programme to problems relating to the field of media and communication informatics, working on the basis of a practical case study. The problems are generally drawn from both media-related subject areas and software implementations. In particular, this requires students to harness their communication and team skills, as they are tasked with working on the problems independently within work groups. The first part of the project focuses on creating prototypes and the development process associated with this. Learning outcomes:

Knowledge: Consolidation of knowledge acquired during studies in relation to the individual steps involved in the development process:

Process models.

Project planning and management methods.


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Requirements analysis techniques.

Resource usage estimation process.

Methods and processes involved in modelling, design and system implementation.

Use of various test methods.

Methods for documenting findings.

Skills: Students analyse a set problem and apply methods and processes for define requirements, create models, design systems, implement systems and perform tests. They analyse problems, evaluate a range of potential solutions, and develop solutions independently. They work independently within a project team; this setting requires them to plan the project, divide up tasks and compile the findings at a later point. They are able to document the findings from their team's activities in an appropriate manner and present them to an expert audience in a comprehensible way. Competencies:

After completing this module, students will be able to do the following:


LO1 Apply methods and processes for systematic development of products and software systems.

Artifact

LO2 Analyse a problem, devise and evaluate alternative solutions, develop methods on this basis, and put forward well-reasoned arguments in critical discussions.

Artifact

LO3 Document the solutions that have been developed and present them to an expert audience.

Artifact, presentation

LO4 Work as part of a team in order to define goals, pursue them and achieve them together.


LO5 Use professional tools for the entire development process. Artifact

Content:

Project teams work on a topic chosen from a range of options provided by the lecturers. In coordination with the supervisors, they structure the project into appropriate development stages. In the process, they define a work plan and a schedule for the project; these also contain regular meetings with the supervisors. At each of the milestones, the findings are documented and presented, and the stage reached by prototypes is also demonstrated. Forms of media:

Project work in a team with supervision by the lecturer. Specification, development, testing and documentation activities; presentation of findings. Technical work documents and the necessary hardware and software are provided. Students are required to obtain and work through the necessary project documentation themselves, using their own initiative. Literature:

Students will be informed of literature sources during the projects and must research these themselves.


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Module: Media and Communication Informatics Project 2

Code: mkiBW201 Subtitle: Course elements: Practical sessions Semester: Every semester Module coordinator: Prof. Peter Hertkorn Lecturer: Professors from the degree programme Language: German, English Allocation to the curriculum: Media and Communication Informatics (Bachelor's),

compulsory elective, 7th semester Mode of teaching/semester hours per week (SWS):




None

Recommended prerequisites: Media and Communication Informatics Project 1 Mode of assessment: Practical sessions Module objectives:

This module aims to help students apply the knowledge and skills they have acquired during the degree programme to problems relating to the field of media and communication informatics, working on the basis of a practical case study. The problems are generally drawn from both media-related subject areas and software implementations. In particular, this requires students to harness their communication and team skills, as they are tasked with working on the problems independently within work groups.

During the second part of the project, the focus is on developing product prototypes and introducing the product to an operating environment. Learning outcomes:

Knowledge:

Be familiar with methods for developing prototypes into a product.

Be familiar with processes for evaluating user-friendliness.


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Be familiar with aspects that need to be taken into account when introducing products or installing software systems in operating environments.

Be familiar with methods for presenting and marketing products.

Be able to research information on the subject of licences and patents. Skills: Students apply methods and processes for developing prototypes until they reach product maturity. They conduct tests for evaluating user-friendliness and, on this basis, derive modifications for product development. They introduce products to existing operating environments and set up suitable support structures. They create product presentations and research licensing conditions, as well as industrial property rights. They work independently within a project team, are able to document the findings from their team's activities in an appropriate manner, and are able to present them to an expert audience in a comprehensible manner. Competencies: After completing this module, students will be able to do the following:


LO1 Apply methods and processes for developing a prototype until it reaches the point of product maturity.

Artifact

LO2 Conduct tests for evaluating the user-friendliness of a product. Artifact

LO3 Introduce a product to existing operating environments. Artifact, presentation

LO4 Document findings and present them to an expert audience. Artifact, presentation

LO5 Work as part of a team in order to define goals, pursue them and achieve them together.


LO6 Use professional tools for installation, operation and product presentation purposes.

Artifact

Content:

Project teams continue developing the prototypes they began during the first part of the Media and Communication Informatics Project, up to the point at which the products reach maturity. In coordination with the supervisors, they structure the project into appropriate development stages. In the process, they define a work plan and a schedule for the project; these also contain regular meetings with the supervisors. At each of the milestones, the findings are documented and presented, and the stage reached by the product is also demonstrated. Forms of media:

Project work in a team with supervision by the lecturer. Specification, development, testing and documentation activities; presentation of findings. Technical work documents and the necessary hardware and software are provided. Students are required to obtain and work through the necessary project documentation themselves, using their own initiative. Literature:

Students will be informed of literature sources during the projects and must research these themselves.